Prompt: Discuss someone who has had a positive impact on you here at Tigard High School. Full page.
We watched the remainder of the film "Gatsby" directed by Baz Luhrmann.
We spent some time discussing the final writing assignment. See the information attached to the bottom of this post.
We reviewed for the test. Click here . For a second review, click here. if you would like to review more than we did in class. If you don't want to review more, reconsider. Your grade for the quarter is on the line on this.
If you would like a clean copy of the final writing assignment, click here.
IF you want to see the final writing assignment, I have it inset into this blog, but it is not as clean as the original.
Gatsby Final
Learning target(s)
-Students will be able to clearly address themes(class system, gender expectations, time period aesthetics & alternative fiction), recall relevant information and provide personal interpretations of events that are found in The Great Gatsby through various methods(written, artistic, verbal & creative).
Due date(s)
-Students will complete one of the following in addition to the in class final.Students must pick which written/creative final they would like to take by March 22/23rd to receive the rubric for the choice they make. This will be turned in during class by April 6/7th.
-Found Poetry exercise – Students note interesting, meaningful, or poetic quotes/passages in the text; in the process they create a poem that explores and illuminates these ideas. Students will be able to share in class, and provide explanation of meaning and relation to text. The created poem should be 30-40 lines in length with a page citation for each assembled word or phrase and include a 1-paragraph explanation of the poem’s core ideas. The found poetry can be a longer stand-alone poem that deals with a theme or concept from the entire novel, or a collection of smaller poems that work together to align with different parts of the novel.
(While appealing to the students’ own capacities to create, here, students grapple with enduring understandings, and reinforcing the importance of these ideas within their own reading)
-Looking through the Feminist Lens – Students will write two descriptive statements (one from a traditional masculine perspective, and the second from a feminist perspective) contrasting ideals of gender (e.g., women’s roles in society) with characters’ responses to their environment (e.g., Daisy’s or Jordan Baker’s relationships with men or their how they express their character). (Through this activity, students appreciate the unequal social expectations among men and women. Also, they explore how characters’ genders affect our reading of the text. The response should consist of one page for each statement)
-Graphic display or collage describing the 20’s.- Using characters/colors/concepts from the novel, the student will give a visual representation of the 20’s using pictures, quotes, music and concepts from the novel. This can be presented in the form of a poster board, powerpoint or prezi. The project should be class appropriate and be available to share to the entire class in a timed presentation. (The presentation should be on a poster board 16X20 or larger, 5-7 minute pwrpt or 5-7 minute prezi, and contain elements central to the novel. Ideas..Color imagery, class level and time period should be included. Students must be able to convey meaning and application of concepts and ideas found in the novel within their presentation)
-Future/alternate lives- provide a narrative for one/two of the principal characters from the novel ( e.g. Nick, Daisy, Tom or Jordan) and what happens to them after the events of the novel. There should be references to the core text and draw upon character types and trends. The narrative should be in the same format as the core text and in the same universe. Students can also write a speculative fiction(a genre of fiction that encompasses works in which the setting is other than the real world, involving supernatural, futuristic, or other imagined elements.) work, based on an alternate universe in which elements are slightly different than the core text. (This should include many of the elements found in the novel ie. class, imagery & conflict and should use central characters and themes found in the novel, though with a perspective different than the original text. Length should be 2 pages.)
Found Poetry Rubric
Message ___/25
Main idea of poem is clear and easily identified
Main idea is unique
Words & Phrases ___/25
Vivid; show careful selection (min. use of articles)
Support main idea of poem
Chosen from different pages in the chapter
Flow ___/25
Layout and punctuation enhance understanding of poem
Lines and stanzas organized effectively to create a main idea/message
Analysis ___/25
Thorough explanation of words & phrases chosen
Thorough explanation of core idea
Presentation ___/10 extra
Min. 60 words
Min. 30 lines
Typed
TOTAL ___/100
Grading Rubric for Writing Assignment
A 90-100
B 80-89
C 70-79
D 50-69 F 0-49
Focus: Purpose
Purpose is clear
Shows awareness of purpose
Shows limited awareness of purpose
No awareness
Main idea
Clearly presents a main idea and supports it throughout the paper.
There is a main idea supported throughout most of the paper.
Vague sense of a main idea, weakly supported throughout the paper.
No main idea
Organization: Overall
Well-planned and well-thought out. Includes title, introduction, statement of main idea, transitions and conclusion.
Good overall organization, includes the main organizational tools.
There is a sense of organization, although some of the organizational tools are used weakly or missing
No sense of organization
Organization: Paragraphs
All paragraphs have clear ideas, are supported with examples and have smooth transitions.
Most paragraphs have clear ideas, are supported with some examples and have transitions.
Some paragraphs have clear ideas, support from examples may be missing and transitions are weak.
Paragraphs lack clear ideas
Content
Exceptionally well-presented and argued; ideas are detailed, well-developed, supported with specific evidence & facts, as well as examples and specific details.
Well-presented and argued; ideas are detailed, developed and supported with evidence and details, mostly specific.
Content is sound and solid; ideas are present but not particularly developed or supported; some evidence, but usually of a generalized nature.
Content is not sound
Style: Sentence structure
Sentences are clear and varied in pattern, from simple to complex, with excellent use of punctuation.
Sentences are clear but may lack variation; a few may be awkward and there may be a few punctuation errors.
Sentences are generally clear but may have awkward structure or unclear content; there may be patterns of punctuation errors.
Sentences aren’t clear
Style: Details and Examples
Large amounts of specific examples and detailed descriptions.
Some use of specific examples and detailed descriptions. May have extended examples that go on for too long.
Little use of specific examples and details; mostly generalized examples and little description.
No use of examples
Grammar & Mechanics
Excellent grammar, spelling, syntax and punctuation.
A few errors in grammar, spelling, syntax and punctuation, but not many.
Shows a pattern of errors in spelling, grammar, syntax and/or punctuation. Could also be a sign of lack of proof-reading.
Continuous errors
Visual Collage Rubric
CATEGORY
A 90-100
B 80-89
C 70-79
D 50-69 F 0-49
Overall Impression
The collage fully reflects the key elements of the novel and is well presented and includes a deeper understanding of multiple elements of the novel.
The collage communicates some aspects of the novel and addresses a few elements of deeper understanding.
The collage presents words and images that relate to the novel, but fail to provide multiple levels of engagement with the novel.
The collage does not adequately reflect the novel or key elements.
Specific Words and Images
All words and images are related to the topic and make it easier to understand the novel’s perspective and elements.
All words and images are related to the topic and most make it easier to understand the novel’s key elements.
All words and images relate to the topic, but lack depth of knowledge of the novel.
Words and images do not relate to the topic or novel.
Design
Graphics are trimmed or cropped to an appropriate size and interesting shape and are arranged well, some in front and some behind. Care has been taken to balance the pictures across the collage.
Graphics are trimmed or cropped to an appropriate size and interesting shape and are arranged with some items in front and others behind. The collage however does not appear to address multiple aspects of the novel.
Graphics have been trimmed or cropped to an appropriate size and shape, but the arrangement of items is not very effective and it appears there was not a lot of planning of the item placement or inclusion.
Graphics are untrimmed or not cropped OR of inappropriate size and/or shape. It appears little attention was given to designing the collage.
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