Realism Tiered Assignment

Final Project:

Students will choose one of the following assignments to complete for their chosen novel of the Realism unit.

  1. Make a tapestry that portrays mood/tone/theme behind one of the stories of this literary era that could be used as wall hangings. Use an old sheet and have 5 depictions that include a quote from the novel that is reflected in the image. Include a written explanation of how these images create a mood or tone, or how these images work to create a particular theme. Orally present your project.

4 / 3 / 2 / 1
Depictions / 5 images from novel, at least 6x6 in. big, very well drawn or quality printed graphic / 4-5 images from novel, at least 6x6 in. big, well drawn or printed graphic / 3-5 images from novel, at least 4x4 in. big, mostly well drawn or printed graphic / 1- 5 images, visible, drawn or printed graphic
Content – images illustrate mood/tone/theme with quotes / All images show obvious connection to tone/mood/theme, all images have grammatically correct quotes with citations / Most images show obvious connection to tone/mood/theme, most images have cited quotes with minimal grammar mistakes / Images have some connection to tone/mood/theme, 3-5 images have quotes with detracting grammar mistakes and may be missing citations / Images have little to no connection to tone/mood/theme with few or no quotes or quotes have significant grammar mistakes and no citations
Written explanation / Thoughtfully reflects on chosen images while skillfully analyzing how author uses imagery to create mood/tone/theme. Grammatically correct. / Thoughtfully reflects on most of the chosen images while analyzing how author uses imagery to create mood/tone/theme. Contains minimal grammar mistakes. / Reflects on some images and describes how author uses imagery to create mood/tone/theme. Contains detracting grammar mistakes. / Describes the images. Contains significant grammar mistakes.
Oral Presentation / Well-prepared, enunciates and projects voice, does not talk too fast, does not fidget, maintains strong eye contact, thoroughly explains project and what students have learned, answer questions / Prepared,enunciates, does not talk too fast, minimal fidgeting, maintains eye contact, explains project and what students have learned / Somewhat prepared, mostly understandable, some goofing around. fidgeting, does not maintain eye contact, explains project / Not prepared, goofing around. fidgeting, does not maintain eye contact, does not explain project
  1. Write newspaper/TV news stories (min. 5) about main events in the story or. This activity may center on human interest stories or climactic events in one of the stories of this literary era. These articles should be in newspaper format. Orally present your project.

4 / 3 / 2 / 1
Depictions / 5 articles about events from the novel, newspaper front page or 2 page format (using a program like Publisher) / 4-5 articles about events from the novel, newspaper front page or 2 page format / 3-5 articles about events from the novel, may or not be in newspaper article stlye / 1- 5 articles about events from the novel
Content – main events from story, human interest stories / All articles show obvious connection to main events, all images have grammatically correct quotes with citations / Most images show obvious connection to tone/mood/theme, most images have cited quotes with minimal grammar mistakes / Images have some connection to tone/mood/theme, 3-5 images have quotes with detracting grammar mistakes and may be missing citations / Images have little to no connection to tone/mood/theme with few or no quotes or quotes have significant grammar mistakes and no citations
Written explanation / Thoughtfully reflects on chosen images while skillfully analyzing how author uses imagery to create mood/tone/theme. Grammatically correct. / Thoughtfully reflects on most of the chosen images while analyzing how author uses imagery to create mood/tone/theme. Contains minimal grammar mistakes. / Reflects on some images and describes how author uses imagery to create mood/tone/theme. Contains detracting grammar mistakes. / Describes the images. Contains significant grammar mistakes.
Oral Presentation / Well-prepared, enunciates and projects voice, does not talk too fast, does not fidget, maintains strong eye contact, thoroughly explains project and what students have learned, answer questions / Prepared, enunciates, does not talk too fast, minimal fidgeting, maintains eye contact, explains project and what students have learned / Somewhat prepared, mostly understandable, some goofing around. fidgeting, does not maintain eye contact, explains project / Not prepared, goofing around. fidgeting, does not maintain eye contact, does not explain project
  1. Reenact a special scene from the novel that illustrates personal, social, historical or cultural influences, contexts, or biases in the text. Students will use costuming and characterization in the reenactment and submit a reflection on why this particular scene was chosen. Orally present project.

4 / 3 / 2 / 1
Script / Well-chosen scene from novel or significant additional scene that clearly illustrates personal, social, historical or cultural influences, contexts, or biases. / Important scene from novel or important additional scene that mostly demonstrates personal, social, historical or cultural influences, contexts, or biases. / Unnecessary or incomplete scene that may have some personal, social, historical or cultural influences, contexts, or biases. / No script provided.
Reenactment / Reenactment taken seriously, thoughtfully produced characters and era-appropriate costuming. Lines are rehearsed and scene flows smoothly. / Reenactment taken seriously, appropriate characterizations and era-correct costuming. Scene flows smoothly. / Reenactment mostly taken seriously, some characterization and/or costuming. Scene makes sense. / Reenactment not taken seriously, little to no characterization and/or costuming. Scene makes little sense.
Written reflection / Thoughtfully reflects on chosen scene while skillfully analyzing how author uses characterization and important scenes to illustrate personal, social, historical or cultural influences, contexts, or biases in the text. Grammatically correct. / Reflects on chosen scene while analyzing how author uses characterization and important scenes to illustrate personal, social, historical or cultural influences, contexts, or biases in the text. Few grammar errors. / Reflects somewhat on scene while describing how author uses characterization and/or important scenes to illustrate influences. Several grammar errors. / Describes the scene. Contains significant grammar mistakes.
Oral Presentation / Well-prepared, enunciates and projects voice, does not talk too fast, does not fidget, maintains strong eye contact, thoroughly explains project and what students have learned, answer questions / Prepared, enunciates, does not talk too fast, minimal fidgeting, maintains eye contact, explains project and what students have learned / Somewhat prepared, mostly understandable, some goofing around. fidgeting, does not maintain eye contact, explains project / Not prepared, goofing around. fidgeting, does not maintain eye contact, does not explain project
  1. Alternative assignment: create a digital storyboard that illustrates personal, social, historical or cultural influences, contexts, or biases in the text. Include digital script and reflection on why this you chose the images/music/scene from text and how it relates to the above influences.Orally present your project.

Directions:

4 / 3 / 2 / 1
Storyboard / Skillfully, creatively created digital storyboard that displays significant images/music/scenes from text that can be accessed from the web at school. / Well created digital storyboard that displays significantimages, music, and/or scenes from text that can be accessed from the web at school. / Digital storyboard that displays images and/or music and/or a scene from text that is on a flash drive. / Digital storyboard that displays few images and/or music and/or a scene from text that can be seen at school.
Content / Images/music/scenes carefully chosen to relate to novel and era and are cited correctly with MLA style. Works Cited included on storyboard. / Images/music/scenes clearly to relate to novel and era and are cited mostly correct with MLA style. Works Cited included on storyboard. / Images/music/scenes have some connection to novel and/or era and have some MLA citations. / Images/music/scenes have little to no connection to novel and/or era and have no MLA citations.
Written explanation / Skillfully and thoughtfullyanalyzes how images/music/scenes relate to personal, social, historical or cultural influences, contexts, or biases in the text. Grammatically correct reflections on storyboard. / Thoughtfullyanalyzes how images/music/scenes relate to personal, social, historical or cultural influences/contexts/biases in the text. Reflection on storyboard has minimal grammar mistakes. / Reflects on some images/music/scenes relate to personal, social, historical or cultural influences/contexts/biases in the text Reflection on storyboard contains detracting grammar mistakes. / Describes few or none of the images/music/scenes. Contains significant grammar mistakes.
Oral Presentation / Well-prepared, enunciates and projects voice, does not talk too fast, does not fidget, maintains strong eye contact, thoroughly explains project and what students have learned, answer questions / Prepared, enunciates, does not talk too fast, minimal fidgeting, maintains eye contact, explains project and what students have learned / Somewhat prepared, mostly understandable, some goofing around. fidgeting, does not maintain eye contact, explains project / Not prepared, goofing around. fidgeting, does not maintain eye contact, does not explain project