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Book club final


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Book club final

  1. 1. A presentation by:Charlotte Cooze, Ryan Hudson, Alexander Lucy, & Hayley Wooster
  2. 2. Title Author Type GenreOf Mice & Men John Steinbeck Novel- Fiction Historical TragedyMidsummer Nights’ William Play- Fiction Romantic Comedy;Dream Shakespeare DramaThe Twelfth Night William Play- Fiction Romantic Comedy; Shakespeare Drama*The Outsiders S.E. Hinton Novel- Fiction Coming-of-age, class struggleThe Bloody Chamber Angela Carter Short Stories- Gothic Fairy Tale FictionHigh Fidelity Nick Hornby Novel-Fiction Pop CultureMan from the South Roald Dahl Short Story-Fiction SuspenseAnne Frank Anne Frank Diary- Non-fiction Historical nonfictionThe Hunger Games Suzanne Collins Novel- Fiction Post-apocalyptic
  3. 3. The Outsiders- Overview This novel is based in Oklahoma around two distinct social groups: the ―Greasers‖ andthe ―Socials‖ (called the ―Socs‖). The Greasers are a lower-class group of youths who callthemselves greasers because of their long greasy hair, where as the Socs are a group ofupper-class youths from the West Side of town. The story examines the constant rivalrybetween the two groups in their daily endeavors. This novel accurately depicts issuesthat young people all over the world may experience, such as love, friendship, bullyingand violence, death of loved ones, child abuse, the effects of alcohol, and the inequalitiesthat exist within a given society which contribute to all of these factors. As the boys fromthe two groups go through these struggles together, they begin to realize that they maybe more similar than they originally thought.The story is based around Ponyboy Curtis, who belongs to the Greaser gang. Ponyboy isa sweet, shy, intelligent young man, and people in the novel often talk positively abouthis future. His parents died in a car crash so he lives in the house with his two olderbrothers, 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 assumedresponsibility for his brothers. Darry had a very promising future with demonstratedskills in athletics and intelligence prior to the death of their parents.
  4. 4. Supporting Characters – The GreasersJohnny Cade  Pony‘s best friend, he is another timid greaser who comes from anabusive 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 amajor roll in the outcome of the novel.Steve Randle - Sodapop‘s best friend since grade school. He is a seventeen-year-oldgreaser who works with Sodapop at the gas station, and sees Pony as Soda‘s annoyingkid-brotherDallas 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 violenttendencies make him more dangerous than the other greasers, and he takes pride in hiscriminal record. Dally feels protective of JohnnySandy Sodapop‘s girlfriend. Sandy is pregnant with another man‘s child and moves toFlorida to live with her grandmother. Like the other greaser girls, Sandy appears in thetext only when the boys mention her.Tim Shepard  The leader of another band of greasers and a friend of Dally. Tim doesnot appear in the novel until the night of the rumble, when his gang sides withPonyboy‘s. Ponyboy sees Shepard‘s gang as real street hoods and criminals, and realizesthat his own gang is little more than a group of friends fighting to survive.
  5. 5. Supporting Characters – The SocsCherry Valance  Bob‘s girlfriend, she is a Soc cheerleader. Ponyboy and Cherry have a great deal incommon, and Ponyboy feels comfortable talking to her. Cherry is both offended and intrigued by herencounter with Dally Winston at the drive-in. In the days preceding the rumble, Cherry becomes a spyfor the greasers.Bob Sheldon  Cherry‘s boyfriend. Bob is the dark-haired Soc who beats up Johnny before the novelbegins. After being jumped by the drunken Socs after the drive-in, Johnny stabs Bob to prevent himfrom downing Pony.Randy Adderson  Marcia‘s (Cherry‘s friend) boyfriend and Bob‘s best friend. Randy is a handsomeSoc who eventually sees the futility of fighting. Randy helps Ponyboy realize that Socs are assusceptible to pain as anyone else. Randy tries to make peace with Ponyboy, and he refuses to fight inthe Soc-greaser rumble.Mr. Syme - Ponyboy‘s English teacher. Mr. Syme expresses concern over Ponyboy‘s falling grades. Heoffers to raise Ponyboy‘s grade if he turns in a well-written autobiographical theme. This assignmentinspires Ponyboy to write about the greasers and the Socs, and his autobiographical theme turns intothe novel The Outsiders.
  6. 6. Importance of S. E. Hinton  • Susan Eloise Hinton has always enjoyed reading but wasnt 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) • Hintons 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 bookInteresting fact: Matt Dillon reviewers would not dismisshas starred in 3 of her 4 novels the novel because its author was female.
  7. 7. Music in the Outsiders1.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 Beatles4. 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 Williams5. 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 songfor 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. 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. 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) fromthe 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. 10. The Outsiders Character SketchPARAGRAPH 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 outstandingcharacteristics of this individual?) *these may be good or bad traitsDo not provide support for these characteristics at this time, but do include some writtendescriptions of the world in which the character livesPARAGRAPH 2write a description of the character (this should include what the character lookslike, 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 possiblePARAGRAPH 4show how the character demonstrated the second traitPARAGRAPH 5 show how the character demonstrated the second traitPARAGRAPH 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. 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. 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 toreally ―drive home‖ the message about social ostracism.
  13. 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. 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. 15. Title Author Type GenreIn Search of April Beatrice Mosionier Novel- Based on Women‘s Fiction; Manitoba;Raintree a True Story Aboriginal Social CommentaryRomeo & Juliet William Shakespeare Play- Fiction Romantic Tragedy; DramaThe Wars Timothy Findley Novel-Fiction Canadian; anti-war lit. WWI; Violence & social commentaryAnimal Farm George Orwell Novel- Fiction Dystopian animal fable; satire; allegory; thinly veiled exposé of factual persons or eventsTo Kill a Harper Lee Novel- Fiction Coming-of-age; social drama;Mockingbird courtroom drama; Southern dramaThe Lottery Shirley Jackson Short Story- Horror, American Literature Fiction*The Adventures of Mark Twain Novel- Fiction Quest/ journey tale; satire ofHuckleberry Finn popular adventure & romance novels; moral educationInvisible Man Ralph Ellison Short Story- African-American Literature, Fiction Social Commentary
  16. 16. Overview of Huckleberry FinnThe 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 storyof Tom Sawyer, but make no mistake—it is something much more remarkable. It isthe story of a poor child named Huck, who along with a runaway slave, traverse theMississippi in the hopes of finding a greater civilization—a place to call home.Along their voyage, the two come across wrecked ships, murderous pirates, heavyfog, warring families, slave hunters, con-men and a society that does all it can toseparate them. However, while the book is filled with outrageous incidents, oddballcharacters, 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‘smoral compass can lead him or her to reject what is wrong in society, and thatpersonal values can overcome injustice. It is quite certainly the most important pieceof literature that anyone should pick up and read."All modern American literature comes from one book by Mark Twain called HuckleberryFinn. Its the best book weve had. All American writing comes from that. There was nothingbefore. There has been nothing as good since.‖- Ernest Hemingway (1935)
  17. 17. Pre-Reading activity: ―a Banned American Classic.‖Since the time it first published, there has been nonstop controversy over the racist slang found throughoutthe novel—specifically, the frequent use of the ‗n‘ word.In fact, in 1995 the book was regarded as the ―mostbanned 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 oflanguage and how it can be used as a weapon of dominance, students willchoose from a list of statements and write a response in their journal.Students will write about whether they agree or disagree with their chosenstatement, and share their point of view of why they believe as they do. Thelist 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. 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. 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 towrite the front page headline for the St. Petersburg herald.Using specific details taken directly from the novel, write anews article about a particular incident that took place inthe novel. Be sure that your headline will ‗sell‘ yournewspaper, 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. 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. 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. 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. 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. 24. Title Author Type Genre* The Great Gatsby F. S. Fitzgerald Novel- Fiction Modernist novel; Jazz Age novel; novel of manners; Historical Fiction; Tragedy; ConfessionNight Elie Wiesel Autobiography- Historical; Holocaust Non-FictionLord of the Flies William Golding Novel- Fiction Allegory; adventure story; castaway fiction; loss-of- innocence fictionCatcher & the Rye J. D. Salinger Novel- Fiction coming-of-age novel; historical fiction1984 George Orwell Novel- Fiction Dystopian Fiction; historicalMacbeth William Shakespeare Play- Fiction Tragedy; DramaEast/West Salman Rushdie Short Stories- Post-Modern; Contemporary Fiction Hybrid Identity;The Raven Edgar Allan Poe Poem- Fiction GothicLike Water for Laura Esquivel Novel- Fiction Magic Realism; SpanishChocolate Literature
  25. 25. The Great Gatsby- OverviewSet in the Roaring 20‘s & prohibition, many individuals made hugefortunes from the illicit trade of alcohol. The narrator, Nick, tells aconfession tale of his life surrounding his cousin Daisy, her roughhusband Tom, Tom‘s mistress Myrtle, Daisy‘s long lost lover & recentbillionaire Jay Gatsby, & Daisy‘s friend Jordan, who shows interest inNick. Set near New York in East & West Egg, the areas show ademonstrable difference between new & old money along withconnotations of corruptness. Gatsby throws lavish parties to capturethe attention of his now married sweetheart, Daisy, in hopes she willvisit him & fall forever in love again. Gatsby looks longingly acrossthe bay at the green light on Daisys dock. Meanwhile, Daisy findsherself in a loveless marriage with a cheating husband. EverythingGatsby has done, including becoming incredibly rich, has been forDaisy & what he thinks she wants. A romantic tragedy unfolds asNick reveals the deceit & greed of the characters, which leads tomurders most foul! Crookedness, avarice, & treachery escort thecharacters to their demises. Gatsby was a hopeless romantic whosedesperate & unrelenting desire for love steered him to his tragic end.
  26. 26. Novel Study Rally- Pre-Reading Activity What was Zeldas background?Instructions: Work in teams/groups of 3 or 4. You havea 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 Fitzgeralds "vice"?tasks & make it back to class before any of the other When & how did Fitzgerald die?teams. You must move quickly, work quickly, thinkquickly & 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 withall the questions answered correctly & tasks fully B. Historical Backgroundcompleted 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, "Aint We Got Fun" (1 copy ofassistance from knowledgeable people at school. Each lyrics per group)team member should have all the questionscompleted/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 drugTask: 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 themtogether. (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 theymeet?
  27. 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. 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 willclass a list of words for the color swatches use color journals & researchcolor red- it may be helpful -Students will research to write a final paperto bring in paint swatches cultural connotations of explaining their analysis of awith color names their color as a group specific character from the-Ask students the following novel During Reading: Studentsquestions: How would will individually track -the essay should explainreaders react to these color how color provides a deepernames? What associations colors using a color journal understanding of thewill they make? Why would as they read character, use specifica paint company use these -Once complete, students quotes, & explain how thenames? What type of buyer will freewrite on the color connotations for the colorwould 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 journalsgroups- each group is to make connections toassigned a color: red, blue, characters. Should movegreen, yellow, white, gray, into whole class discussion.purple
  29. 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. 30. Making the Movie- Unit AssignmentThe novel The Great Gatsby has been read & performed on stage & on film many times. Some productions remain faithfulto 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 filmmust be set in any time period after 1945; the location is up to you. However, no matter the setting, the film must be faithfulto 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 picturecompanies. Your prospectus must be professional in appearance, & well organized (10 points). It must include the followingcontent:1. Remake: Convincing reasons why your remake of Fitzgeralds well known novel will be a popular success. Discuss themajor themes & conflicts of your production & how they are relevant to a movie audience of today. Make clear whether yourproduction 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 toa segment of todays 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 eachpicture with an explanation of the effect you will be creating with this costume, the source of the inspiration, & commentsabout the fabrics & colors. (10 points)4. Music notes: Explain what you want the score to achieve in terms of overall emotional impact. List which particularscenes will be emphasized musically, what emotion will be aroused by this music & why you want to arouse this particularemotion. 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 & lightingdirections & 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 closeattention to staging, lighting, costumes, music & of course delivery. Make sure that the visual & sound qualities are good.(20points)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 visuallycompelling. You may include a brief explanation if you think it necessary. Alternatively, if you do not make the film of ascripted scene (see above) you may make a film trailer instead of the poster. (10 points)Total= 100 Marks
  31. 31. Making the Movie Assessment-Will be provided w/ rubricat the start of the assignment-Assessment for learning:teacher will meet w/students in class to discussprogress. Teacher will collectdrafts to provide feedback &advice-assessment for & aslearning-Assessment as learning:students will gain inforegarding theirunderstanding of the novel,which will be useful infuture assessments-Assessment of learning:grade out of 100 marks.Teacher will providesupplemental sheet to rubricwith comments
  32. 32. Complementary Material for The Great GatsbyPoetry: ―Richard Cory” by Edwin Arlington Robinson;―Let America Be America Again‖ by Langston Hughes; ―Nothing Gold Can Stay‖by Robert FrostPlays: Death of a Salesman by Arthur MillerNovel: Caitlin Macys The Fundamentals of PlayShort Story: ―Auction of the Ruby Slippers‖ by Salman RushdieMusic: 1920s songs by Eddie Cantor ―Oh! Is she Dumb!‖ Miss Fanny ―Becky IsBack In The Ballet,‖ Billy Murray & Aileen Stanley ―Im Gonna Dance With TheGuy What Brung Me,‖ Bert Williams ―Youll Never Need A Doctor No More‖Film: 1974 The Great GatsbyDance Clips: The Charleston & Black Bottom Stomp
  33. 33. Title Author Type GenreFrankenstein Mary Shelley Novel- Fiction Gothic; Science- Fiction; Horror; RomanceA Street Car Named Tennessee Play- Fiction Drama; Southern Gothic; TragedyDesire WilliamsHamlet William Play-Fiction Revenge Tragedy; Drama ShakespeareRosencrantz & Tom Stoppard Play- Fiction Black Comedy; Parody; Satire;Guildenstern are Dead AbsurdA 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 TravelPride & Prejudice Jane Austen Novel- Fiction Comedy of manners; satire; Coming-of-age; RomanceMetamorphosis Franz Kafka Short Story- Fiction Horror; Philosophical Novella, Absurdist FictionAfter the First Death Robert Cormier Novel- Fiction Thriller; Suspense; Young Adult;Poem Selection Emily Dickenson Poetry Canadian
  34. 34. On the Road OverviewThis novel is considered the preeminent novel for representing theunrestrained lifestyle celebrated by a group of poets, artists &creative-types who called themselves the ‗Beats‘. Kerouac‘s ‗streamof consciousness‘ writing style & obvious reverence for life areperhaps 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 thelate 1940s. The book is based on Kerouac‘s own life during this time.Sal is an aspiring author & gets over his depression once he meetsthe eccentric Dean, who spends his time in reform schools & isconstantly on the move. Sal narrates his experiences hitchhikingfrom 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 ofwomen 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. 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. 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 enjoyedabout the performance. Category 4 ensures students respect one another and are accountable for theircomments. The teacher will take an average of the students‘ grades for one another then average thatwith the teacher‘s mark. This ensures student input while still ensuring appropriate grading. This isassessment of learning. The teacher will read the comments and give them back to the students so theycan reflect on their strengths & weaknesses. This promotes constructive criticism for growth in futuresimilar assessments. Thus, this is assessment as learning.
  37. 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. 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 shown2. Keeps the discussion moving smoothly3. Shows proof from the novel when introducing the topic4. Gives perceptive closing comments regarding the issue in modern societyBefore students begin the assignment they will co-create a rubric with the teacher. Assimilar to the previous assessment, a comment section should be provided. The grade isseen as assessment of learning. A group discussion would be helpful as it allows theteacher to determine if every group understands every topic. Further, the teacher candetermine after the assignment if the students have grasped the social issues at hand or ifmore time needs to be spent as a group discussing. This is considered assessment forlearning. The students might complete an exit slip to demonstrate this understanding aswell, which would again be assessment for learning. Finally, the exit slip allows studentsto reflect on their own views as they have changed through the assignment, which can beassessment as learning.
  39. 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. 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. 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)