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Literature Circle Projects: Identity Focus Standards: Theme (E2.1, 2.2), Support Details (E6.1), and Character Inferencing (E6.3)

Explanation:

You, with your group, will demonstrate the knowledge and skills gained from our Literary Circles Unit by working together to complete one of four projects. Projects are described below. Your group will need to come to a consensus (agreement) on which project you wish to complete, then CAREFULLY FOLLOW the DIRECTIONS to complete your chosen project. NOTE: there are both group AND individual requirements needed to complete this project.

Project Choice One: The Journey Map

As a Group:

Each group member will participate equally in creating a journey map that tracks your protagonist’s coming-of-age in regards to the major theme and the idea of identity. To do so, you will complete the following steps:

Select the ten most critical (important) journey points in your novel—where is the plot moving forward, where do major changes occur, significant events occurring between characters?

Analyze each journey point by describing HOW that moment in the story changed your protagonist.

The last, 10th journey point must also identify and analyze the theme of your novel and how that relates to the idea of ‘identity’ in this unit.

Select THREE journey points—ONE journey point for each of the following literary devices:

o Themeo Settingo Tone (tone refers to the book as a whole while mood refers to the characters' (and thus the readers')

emotional reactions to the events occurring in the scenes of the book, and the emotions aroused in the characters/readers by the overall book) (Level 2 and 3 ONLY)

You will identify and analyze your author’s use of each of the three devices as part of the analysis for that journey point. Level 1’s will only analyze and create two journey points – one for ‘theme’ and one for ‘setting’ – and may create a third journey point on something else.

ONE journey point must also identify and analyze your author’s use on ONE of the following literary devices (as a group, select which one): symbolism, metaphor, simile, or irony.

Level 1 and 2 ONLY: ONE journey point must also identify and analyze evidence that supports the idea of identity in this novel.

Level 3 ONLY: ONE journey point must also identify and analyze the narrator’s perspective on identity in regards to the protagonist in the novel.

NOTE: Each journey point analysis must contain at least one quotation with proper MLA citation.

Create a draft of your map in which you decide:o where each journey point belongs on the mapo which journey point analyses will also analyze one of the assigned literary termso how you will illustrate that journey pointo where you will write in the analysis

NOTE: the illustrations on your map MUST make USE of the novel’s SETTING.

Beautifully illustrate ALL TEN journey points on the map itself. Your map must be NO SMALLER than a standard poster-board (22 by 28 inches).

Write the analysis of each journey point clearly and legibly (read-able) on the map near the illustration of the journey point.

As an Individual:

Write a reflection paragraph in which you describe what knowledge and skills you gained from completing this project. Use at least two to three pieces of evidence (from your work). Be clear and specific about the changes in your learning.

Complete the ‘Group Participation Rubric’ that honestly reflects your group’s ability to: create a shared vision, divide tasks, attain equal contribution from each member, and treat one another with respect throughout the process. This will, in turn, help determine and act as a KEY DETERMINATING factor in your individual grade for this project.

Project Choice Two: The Soundtrack

As a Group:

Each group member will participate equally in creating a soundtrack that tracks your protagonist’s coming-of-age in regards to the major theme and the idea of identity. To do so, you will complete the following steps:


Select a song for EACH journey point that musically AND lyrically exemplifies/represents each of the ten journey points in your protagonist’s life. Be sure to give credit to the artist by citing the artist’s name and the title of the artist’s song.

Analyze each journey point/song by describing HOW that moment in the story changed your protagonist. Then, describe how your song choice musically and lyrically reflects your protagonist’s change. All analysis will be typed neatly and next to each appropriate song (you will need to break down each part of the song and provide your analysis – neatly typed – next to the appropriate part of the song labeled) of your soundtrack.

The soundtrack title must identify your novel’s theme and how it relates to the idea of identity in the novel. An analysis of that central idea should be written on the inside of the front cover.

Select THREE journey points/songs—ONE journey point/song for each of the following literary devices:o Themeo Settingo Tone (tone refers to the book as a whole while mood refers to the characters' (and thus the readers')


You will identify and analyze your author’s use of each of the three devices as part of the analysis for that journey point/song. Level 1’s will only analyze and create two journey point/songss – one for ‘theme’ and one for ‘setting’ – and may create a third journey point/song on something else.

ONE journey point/song must also identify and analyze your author’s use on ONE of the following literary devices (as a group, select which one): symbolism, metaphor, simile, or irony.

Level 1 and 2 ONLY: ONE journey point/song must also identify and analyze evidence that supports the idea of identity in this novel.

Level 3 ONLY: ONE journey point/song must also identify and analyze the narrator’s perspective on identity in regards to the protagonist in the novel.

NOTE: Each journey point/song analysis must contain at least one quotation with proper MLA citation.

Agree upon the order of the songs and which journey points/songs will also analyze one of the assigned literary terms.

Beautifully illustrate the soundtrack cover. You MUST make USE of the novel’s SETTING in the cover art.

Attach the analysis of each journey point/song clearly and legibly (read-able) to your project.

Burn a CD of your soundtrack songs and attach your CD to your cover art and liner notes (notes that are typed and can fit comfortably in your CD case that you use of some kind). It would be nice if the project were turned in inside a CD case—like a professional soundtrack. If burning a CD is not a possibility for your group due to a lack of technology, then you must INCLUDE LYRICS to ALL of the songs as part of your liner notes.

As an Individual:



Project Choice Three: The Board Game

As a Group:

Each group member will participate equally in creating a board game that tracks your protagonist’s coming-of-age in regards to the major theme and the idea of identity. To do so, you will complete the following steps:


Analyze each journey point/board game point by describing HOW that moment in the story changed your protagonist.

The last, 10th journey/board game point must also identify and analyze the theme of your novel and how that relates to the idea of ‘identity’ in this unit.

Select THREE journey/board game points—ONE journey point/game board points for each of the following literary devices:

o Themeo Settingo Tone (tone refers to the book as a whole while mood refers to the characters' (and thus the readers')


You will identify and analyze your author’s use of each of the three devices as part of the analysis for that journey point. Level 1’s will only analyze and create two journey points/board game points – one for ‘theme’ and one for ‘setting’ – and may create a third journey point on something else.

ONE journey point/game board point must also identify and analyze your author’s use on ONE of the following literary devices (as a group, select which one): symbolism, metaphor, simile, or irony.

Level 1 and 2 ONLY: ONE journey point/game board point must also identify and analyze evidence that supports the idea of identity in this novel.

Level 3 ONLY: ONE journey point/game board point must also identify and analyze the narrator’s perspective on identity in regards to the protagonist in the novel.

NOTE: Each journey point analysis must contain at least one quotation with proper MLA citation.

Create a draft of your board game in which you decide:o where each journey point/game board point belongs on the boardo which journey point/game board point analyses will also analyze one of the assigned literary termso how you will illustrate that journey point/game board pointo where you will write in the analysis

NOTE: the illustrations on your game board MUST make USE of the novel’s SETTING.

Beautifully illustrate ALL TEN journey points on the game board itself. Your game board should be about the same size as most standard game boards (Candy Land, Sorry ect).

Write the analysis of each journey point/game board point clearly and legibly (read-able) on the game board near the illustration of the journey point.

As an Individual:



(Level 2 and 3 ONLY) Project Choice Four: The ‘Character’ Poetry Chapbook

As a Group:

Each group member will participate equally in creating a chapbook that includes four different poems, each poem portraying the perspective of a different character’s outlook on the major theme in the novel and the idea of identity. To do so, you will complete the following steps:

Identify four different characters and analyze the text of the novel to identify ten critical (important) points for each character in regards to how that character perceives the theme or is impacted by the theme—where is the plot moving forward, where do major changes occur, significant events occurring between characters?

Analyze each point by describing HOW that moment has affected the character’s perspective on the theme and how this point impacted the character personally. This needs to be done by creating STRONG imagery and using effective literary devices (metaphors, similes, personification etc).

Create THREE lines—ONE point for each of the following literary devices:o Themeo Settingo Tone (tone refers to the book as a whole while mood refers to the characters' (and thus the readers')


You will identify and analyze how each of these devices affects the way the character evolves in the novel in regards to the theme and his/her perception of the life lesson, realization, or truth about life that is supposed to be gained/realized.

ONE line in each character poem must also identify and analyze your author’s use on ONE of the following literary devices (as a group, select which one): symbolism, metaphor, simile, or irony.

Level 2 ONLY: ONE line in each character poem must also identify and analyze evidence that supports the idea of identity in this novel.

Level 3 ONLY: ONE line in each character poem must identify and analyze the narrator’s perspective on identity in regards to the protagonist in the novel.

Create a typed version of each poem, including a ‘Table of Contents’ and so forth like we did for our Poetry Chapbooks back in December. Be sure to include all the requirements listed for each poem that focuses on the perspective of only ONE character.

NOTE: the illustrations on your chapbook MUST make USE of the novel’s SETTING.

Beautifully illustrate ALL TEN points for each character in each of your poems. Your poems all should be neatly organized in an easy-to-read manner. Your poems should appear neat, legible, typed, and clearly illustrate each character’s perspective on the theme in the novel and how he/she was impacted by this theme.

As an Individual:



Deadlines/Due Dates for Literature Circle Project on Identity

April 27th, Friday: Project chosen – please see list above (P&P Grade – 5 points) May 7th, Monday: Draft of journey points/songs chosen/rough sketch of poems (four characters chosen and a

rough draft of each poem created) (P&P Grade– 20 points) May 16th, Wednesday: Draft of journey points and quotes and/or song with line descriptions; character poems

must reflect requirements at this point – 2nd draft (Formative Grade – 20 points) May 18th, Friday: Draft of game board/journey map/CD production/poetry chapbook (P&P Grade – 20 points) May 21st, Monday: Draft of your reflection paragraph (P&P Grade – 5 points) May 22nd, Tuesday: FINAL PROJECT DUE!

Group Participation Rubric

Directions: Circle the box that corresponds to your group member’s level of participation. Then total the number of points. This rubric needs to be completed by every group member for each individual in the group – so this is worth a LOT OF PRACTICE AND PARTICIPATION. (16 points for each rubric, 5-6 group members per group, so approximately worth a total of 80-96 points)

Duties/Actions Expert4

Advanced3

Intermediate2

Beginner 1

Fulfills Team Role Performs all of assigned team duties

Performs nearly all duties

Performs little duties

Does not perform any of the assigned team duties

Shares Information

Relays a great deal of information – all relate to the project goals and objectives

Relays some basic information – most relate to the project goals and objectives

Relays very little information – some relate to the project goals and objectives

Does not relay any information to teammates

Listens to Other Teammates

Listens and speaks a fair amount

Listens but sometimes talks too much and may not always listen attentively

Usually doing most of the talking and rarely allows others to speak; does not listen well to his/her peers

Is always talking over – never allows anyone to speak and rarely listens to anyone else speaking either

Cooperative with Teammates

Never argues Rarely argues Sometimes argues Usually argues with teammates

Project Evaluation/Peer Evaluation Rubric

10Exceeds Standard

8.5Meets Standard

7Approaching Standard

5Below Standard

Theme

____ 3 journey points/lines/songs are identified and analyzed in regards to the theme.

____ Overall, an in-depth understanding of theme is shown in this project based on the points/lines/songs chosen.

Theme



Theme



Theme

E2.1/2.2 The theme identified is incorrect and/or there is no analysis of the central idea given.

E2.1/2.2 The theme identified and analyzed demonstrates deep inferential thinking.

E2.1/2.2 The theme indentified and analyzed is correct and demonstrates solid understanding of the novel.

E2.1/2.2 The theme identified is correct but the analysis demonstrates a lack of understanding.

Character Inferencing

____ Each journey point/song reflects the understanding of how the protagonist changed in relationship to the major theme. In the poems, the character’s personal understanding of the theme is explained/shown.

E6.2 The journey points/lines selected demonstrate an in-depth/thorough understanding of how the protagonist changed and what events moved the plot forward/OR for the Poetry Character Chapbook, the lines reflect the character’s perspective clearly and in an innovative, in-depth manner – showing great insight – in regards to his/her understanding the of theme, the life lesson, truth, or realization gained.



E6.2 The journey points selected demonstrate a solid understanding of how the protagonist changed and what events moved the plot forward/ OR for the Poetry Character Chapbook, the lines reflect the character’s perspective clearly in regards to his/her understanding the of theme, the life lesson, truth, or realization gained.



E6.2 The journey points selected demonstrate a weak understanding or how the protagonist changed and what events moved the plot forward/ OR for the Poetry Character Chapbook, the lines reflect the character’s perspective in a fairly decent manner in regards to his/her understanding the of theme, the life lesson, truth, or realization gained.


E6.2 The journey points are too few in number OR the journey points do not demonstrate how the protagonist changed and what events moved the plot forward/ OR for the Poetry Character Chapbook, the lines reflect the character’s perspective poorly in regards to his/her understanding the of theme, the life lesson, truth, or realization gained.

Evidence/Quote Analysis

____ Each journey point/song contains one quote that includes MLA citation (total of 10 quotes). In the poems, imagery is used that reflects the character’s understanding of theme and his/her perspective on this theme.

E15.1 The evidence selected clearly supports the major theme and the idea of identity and is seamlessly integrated into the paragraph (independent work) or into the lines of the project itself.



E15.1 The evidence selected supports the major theme and the idea of identity and is well-integrated into the paragraph (independent work) or into the lines of the project itself.



E15.1 The evidence selected only vaguely supports the main idea and the idea of identity and is integrated into the paragraph in a choppy manner (independent work) or into the lines of the project itself.


E15.1 The evidence selected does not support the major theme and the idea of identity. OR, there is no evidence selected. OR evidence is not at all integrated into the paragraph (independent work) or into the lines of the project itself.

Setting

____ illustrations reflect the setting thoughtfully.

____ 1 line or journey point/song is identified and analyzed using setting.

Setting



Setting



Setting

E3.2 The setting is not identified OR the setting is not analyzed. OR analysis reveals a deep confusion about setting’s purpose.

E3.2 The setting identification and analysis demonstrates deep inferential thinking about setting’s purpose.

E3.2 The setting identification and analysis demonstrates solid understanding of setting’s purpose.

E3.2 The setting identified is correct, but the analysis demonstrates a lack of understanding of setting’s purpose.

Literary Devices (symbol, metaphor etc)

____ 1 line or journey point/song is identified and analyzed using a literary device. In the poems, literary devices are used throughout and reflect the character’s perspective on the theme.

E5 The device of choice identification and analysis demonstrates deep inferential thinking about that device’s purpose.



E5 The device of choice identification and analysis demonstrates solid understanding of that device’s purpose.



E5 The device of choice identified is correct, but the analysis demonstrates a lack of understanding of the device’s purpose.


E5 The device of choice identified is correct, but the analysis demonstrates a lack of understanding of the device’s purpose.

Overall Quality

Illustrations are beautifully executed.

The project demonstrates pride in one’s work, a creative and attractive use of materials, and an overall commitment to excellence.

There are little to no errors in formatting, grammar, punctuation etc.

Overall Quality

Illustrations are well-done.

The project demonstrates care in one’s work, an attractive use of materials, and an overall commitment to quality.

There are only a few errors in formatting, grammar, punctuation etc.

Overall Quality

Illustrations are present but appear rushed or incomplete.

The project demonstrates some work could have been done better, a perfunctory use of materials, and a lack of pride.

There are more than a few errors in formatting, grammar, punctuation etc.

Overall Quality

Illustrations are missing OR appear slapped together.

The project demonstrates a lack of work ethic, a poor use of materials, and an inability to follow directions and complete one’s work.

There are a lot of errors in formatting, grammar, punctuation etc.

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thesacredprofession.files.wordpress.com · Web viewTone (tone refers to the book as a whole while mood refers to the characters' (and thus the readers') emotional reactions to the