Unit 4: The Age of Realism (1850-1914)
Enrichment Activities
Activity 1Due Date: / 17 Jan 2014 / Activity 2
Due Date: / 27 Jan 2014
Students MUST choose two Enrichment Activities to complete within the Unit (in addition to the introduction worksheet). One must be a writing activity, while the other may be a project, but can be a writing activity, as well. Each activity is a 100 point grade. Literature Circle activities will be offered as bonus points to be used anywhere within the unit and cannot be completed until the other enrichment activities have been submitted.
*Rubrics and Requirements sold separately*
Activity / Description
Literary Analysis:
Harte or London / Choose One: Provide a 2-3 page critical literary analysis of the central messages in EITHER Harte’s “The Outcasts of Poker Flat” OR London’s “To Build a Fire.” Included in the enrichment packet are a brainstorming worksheet, essay requirements, and rubric. Materials required for pick-up: Peer Review sheets and Grammarly report.
Reflective Essay:
Chopin / In relationship to Chopin’s “The Story of an Hour,” write a 2-3 reflective essay about a time in which your life changed dramatically. You might describe a big event, such as moving, accomplishing a goal, or suffering defeat. In keeping with the Chopin story, provide any examples of situational irony to your essay. What turned out differently than you expected? What life lessons did you learn? Be creative. Included in the enrichment packet are a brainstorming worksheet, essay requirements, and rubric. Materials required for pick-up: Peer Review sheets and Grammarly report.
Historical Context:
Spirituals / Some spirituals contained disguised messages concerning escape from slavery. Spirituals such as “Follow the Drinking Gourd,” for example, advised slaves to follow the north-pointing Big Dipper star constellation. Other verses were altered to give specific directions for slaves to locate Underground Railroad routes. “Go Down, Moses” also has a freedom-related message. Research and present this message through any number of mediums. Included in the enrichment packet are research worksheets, project requirements, and rubric. Materials required for pick-up: Peer Review sheets and Grammarly report.
Art Enrichment Activity:
Civil War Photos / Examine photographs from the Civil War and apply your analysis of the photos to your reading of Crane’s “An Episode of War.” Provide a presentation-based project to demonstrate your findings. Included in the enrichment packet are research worksheets, project requirements, and rubric. Materials required for pick-up: Peer Review sheets and Grammarly report.
Literature Circle
(Bonus Activity) / Students assume various roles to analyze and then discuss a selection of readings from the unit. Students may complete multiple Literature Circle activities for any of the selected readings of their choice. The submission of the activities will result in 10 bonus points on your Unit Enrichment Activities. These activities WILL NOT be accepted before the submission of your Enrichment Activity(ies) and cannot take the place of one of these activities. Packets distributed at students’ requests.
*All writing and research activities must include a peer review and Grammarly report.* This is a 50-point grade.
Enrichment: Literary Analysis “Finding Messages in Nature” (*Packet Included)
Provide a 2-3 page critical literary analysis of the central messages in EITHER Harte’s “The Outcasts of Poker Flat” OR London’s “To Build a Fire.” Choose the story which you wish to critique and provide your ideas and opinions on the themes of that story. What is the message the author wishes to convey? Does the author accomplish this goal? (Why or why not?) What are your critical thoughts on the story in general? What are its strengths and weaknesses? This critique is open-ended. Be creative and think critically.
Paper Format: / SPAM IT!* / Reminders:Length: 2-3 pages.
MLA Format (use the template from the online classroom):
1. Size 11 or 12 font
(Calibri or Times New Roman)
2. 1” Margins
3. Heading in top left corner
4. Name and Page # in header
5. Works Cited Page
6. Initial Grammarly report
7. Peer Review / Situation:
Assess the prompt / Write a critical analysis of a short story. / 1. Introduction: establish your purpose
2. Body Paragraphs: support your purpose or argument
3. Conclusion: wrap up your paper
4. Paragraphs:
a. Topic Sentence
b. Supporting Facts/Details
c. Closing or Transition Sentence
5. CITE ALL YOUR SOURCES!!
Purpose:
Reason for writing / □ Inform / □Persuade / □ Entertain
Identify and analyze the themes of a story.
Audience:
Who are you writing for? / □ General / □ Specific / □ Other
Identify: academic audience
Mode:
What type of writing is it? / Format/Genre/Style: essay
*This SPAM activity is here to provide students with examples of ways to determine the purpose and audience for this writing piece. Moving forward, students will be expected to complete this activity on their own.
K-Prep Based Scoring RubricCategory / Criteria / Points Possible / Score / 25
Audience & Purpose
(Who are you writing to and why?) / The writer establishes and maintains focus on audience and purpose and effectively engages the audience. / 20-25: Student maintains clear focus on audience and purpose.
10-20: Student maintains somewhat clear focus on audience and purpose.
0-9: Student maintains little to no clear focus on audience and purpose.
Idea Development
(Support your purpose with facts and details!) / The writer consistently develops complex ideas to provide understanding, and to support and explain the topic. / 20-25: Student provides 3-5 pieces of evidence that clearly and accurately support their purpose for writing.
10-20: Student provides 1-2 pieces of evidence that somewhat clearly and accurately support their purpose for writing.
0-9: Student does not provide evidence and does not clearly and accurately support their purpose for writing.
Organization
(Do you have an intro, body, and conclusion? Do your paragraphs and sentences transition well?) / The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. / 20-25: Student submitted AT LEAST 2 full pages and writing piece is correctly formatted according to the project guidelines. Writing piece also contains a clear intro, body, and conclusion.
10-20: Student submitted AT LEAST 1 full page and writing piece is not correctly formatted according to the project guidelines. Writing piece’s intro, body, and conclusion are unclear or disorganized.
0-9: Student submitted LESS THAN ONE full page and writing piece is not correctly formatted according to the project guidelines. Writing piece does not contain a clear intro, body, and conclusion.
Word Choice, Grammar & Mechanics
(The BASICS of writing) / The writer maintains an appropriate voice and tone, chooses words that are appropriate for the audience and purpose, and consistently uses correct grammar, usage, and mechanics (spelling, punctuation, capitalization) to communicate clearly. / 25: This score comes from your Grammarly report. I will run your work through the Grammarly and then determine your grade based on its report. Grammar, Punctuation, Spelling and Plagiarism are the primary categories of focus. You will also be deducted one point for every percentage point above 5% in the plagiarism report.
I will divide the score Grammarly gives you (80/100) by 4 to determine this category’s score.
Literary Analysis Score: / / 100
Peer Review & Grammarly Report
(Include a copy of your INITIAL Grammarly report AND your review another student’s writing? / / 50
Enrichment: Reflective Essay “Life’s Big Changes” (*Packet Included)
In relationship to Chopin’s “The Story of an Hour,” write a 2-3 reflective essay about a time in which your life changed dramatically. You might describe a big event, such as moving, accomplishing a goal, or suffering defeat. In keeping with the Chopin story, provide any examples of situational irony to your essay. What turned out differently than you expected? What life lessons did you learn? Be creative.
Paper Format: / SPAM IT!* / Reminders:Length: 2-3 pages.
MLA Format (use the template from the online classroom):
1. Size 11 or 12 font
(Calibri or Times New Roman)
2. 1” Margins
3. Heading in top left corner
4. Name and Page # in header
5. Works Cited Page
6. Initial Grammarly report
7. Peer Review / Situation:
Assess the prompt / Write a reflective essay on a life-changing event. / 1. Introduction: establish your purpose
2. Body Paragraphs: support your purpose or argument
3. Conclusion: wrap up your paper
4. Paragraphs:
a. Topic Sentence
b. Supporting Facts/Details
c. Closing or Transition Sentence
5. CITE ALL YOUR SOURCES!!
Purpose:
Reason for writing / □ Inform / □Persuade / □ Entertain
Provide a detailed essay on a life-changing event with situational irony.
Audience:
Who are you writing for? / □ General / □ Specific / □ Other
Identify: general reader
Mode:
What type of writing is it? / Format/Genre/Style: essay
*This SPAM activity is here to provide students with examples of ways to determine the purpose and audience for this writing piece. Moving forward, students will be expected to complete this activity on their own.
K-Prep Based Scoring RubricCategory / Criteria / Points Possible / Score / 25
Audience & Purpose
(Who are you writing to and why?) / The writer establishes and maintains focus on audience and purpose and effectively engages the audience. / 20-25: Student maintains clear focus on audience and purpose.
10-20: Student maintains somewhat clear focus on audience and purpose.
0-9: Student maintains little to no clear focus on audience and purpose.
Idea Development
(Support your purpose with facts and details!) / The writer consistently develops complex ideas to provide understanding, and to support and explain the topic. / 20-25: Student provides 3-5 pieces of evidence that clearly and accurately support their purpose for writing.
10-20: Student provides 1-2 pieces of evidence that somewhat clearly and accurately support their purpose for writing.
0-9: Student does not provide evidence and does not clearly and accurately support their purpose for writing.
Organization
(Do you have an intro, body, and conclusion? Do your paragraphs and sentences transition well?) / The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. / 20-25: Student submitted AT LEAST 2 full pages and writing piece is correctly formatted according to the project guidelines. Writing piece also contains a clear intro, body, and conclusion.
10-20: Student submitted AT LEAST 1 full page and writing piece is not correctly formatted according to the project guidelines. Writing piece’s intro, body, and conclusion are unclear or disorganized.
0-9: Student submitted LESS THAN ONE full page and writing piece is not correctly formatted according to the project guidelines. Writing piece does not contain a clear intro, body, and conclusion.
Word Choice, Grammar & Mechanics
(The BASICS of writing) / The writer maintains an appropriate voice and tone, chooses words that are appropriate for the audience and purpose, and consistently uses correct grammar, usage, and mechanics (spelling, punctuation, capitalization) to communicate clearly. / 25: This score comes from your Grammarly report. I will run your work through the Grammarly and then determine your grade based on its report. Grammar, Punctuation, Spelling and Plagiarism are the primary categories of focus. You will also be deducted one point for every percentage point above 5% in the plagiarism report.
I will divide the score Grammarly gives you (80/100) by 4 to determine this category’s score.
Essay Score: / / 100
Peer Review & Grammarly Report
(Include a copy of your INITIAL Grammarly report AND your review another student’s writing? / / 50
Enrichment: Historical Context: Spirituals (*Packet Included)
Some spirituals contained disguised messages concerning escape from slavery. Spirituals such as “Follow the Drinking Gourd,” for example, advised slaves to follow the north-pointing Big Dipper star constellation. Other verses were altered to give specific directions for slaves to locate Underground Railroad routes. “Go Down, Moses” also has a freedom-related message. Research this spiritual, along with “Swing Low, Sweet Chariot,” and create a presentation-based project (Power Point, Prezi, poster board, etc.) to demonstrate the historical context, significance of, and the messages conveyed in both spirituals.
Included in the enrichment packet are research worksheets, project requirements, and rubric. Materials required for pick-up: Peer Review sheets and Grammarly report (if submitted digitally).
Presentation Content: / SPAM IT!* / Reminders:1. At least TEN slides (see content below).
2. Title Slide (Name, Title, Date)
3. Resources slide (where did you get your information?) Cite your sources
4. Five images and/or videos
For each spiritual:
5. Background information
6. Summary
7. Message or Major Theme / Situation:
Assess the prompt / Create a presentation on the history and significance of spirituals. / 1. Create a uniformed design (tie all the slides together with the same creative design or theme).
2. Make your font easy to read. It should not be hidden in your background, too small to read, or fill up your entire page. Make your text stand out!
3. Make your images a part of your presentation. Don’t let them get lost in the text, or detract from your message. But make sure they draw the eye of the audience.
Purpose:
Reason for writing / □ Inform / □Persuade / □ Entertain
To demonstrate the historical context, significance of, and messages of spirituals.
Audience:
Who are you writing for? / □ General / □ Specific / □ Other
Identify: academic audience
Mode:
What type of writing is it? / Format/Genre/Style: presentation
*This SPAM activity is here to provide students with examples of ways to determine the purpose and audience for this piece. Moving forward, students will be expected to complete this activity on their own.
Peer Review/Grammarly Report: / 50
Enrichment: Civil War In Pictures: (*Packet Included)
Stephen Crane said, “A wound gives strange dignity to him who bears it.” Create a presentation that reflects this notion. Examine photographs from the Civil War and apply your analysis of the photos to your reading of Crane’s “An Episode of War.” Provide a presentation-based project to demonstrate your findings. Include the following in your presentations: 5 images of the Civil War, a summary/description of each, provide a quotation or excerpt for Crane’s story that applies to your picture(s).