Project Descriptions and Rubrics
The following assignments are designed for the students on the Honors English pathway. These will be in addition to the essays assigned within the units. These will be due the day before the Unit Tests.
Please read the requirement for each carefully. Some will only be applicable to certain units, while others could be done for any unit. Choose those projects that will be within your skillset and the time frame allotted. Ensure that you have the materials and resources for your chosen project. Honors designation will be 90% of the total accumulated points for the course.
Some of the projects are specific to a unit or units; therefore, students must sign up for the projects. This allows the teacher to give specific hints toward what is expected or possible conflicts that could occur. This should be unit specific and sometimes literary piece specific. Deadlines are firm. If a deadline is missed, the student may do an essay in place of the project.
Students should exercise caution when selecting partners for projects. Regardless of the efforts of others, the project is graded overall. For this reason, choose those people upon whom you may rely and who will do their part. If early on in the project a problem arises, notify the teacher and the partner may be removed from the project, but the ENTIRE project is still due.
ALL projects are work that is to be done outside of class. Class time WILL NOT be given to borrow art supplies or to video etc. Please make sure that the projects you choose are within the scope of what you can accomplish.
Song
DIRECTIONS: The student should choose a song with school acceptable lyrics (no profanity) and change the words to depict either a character or an important scene from the selection. In order to be successful students should pay attention to
- Using the same syllable count as the original line
- Aligning the chorus to the reading selection
- Printing the original lyrics and typing/printing the created lyrics
Rubric:
Accuracycreated lyrics40
Student should include 8-10 facts from the text
Student should reflect events in accurate sequence
Student should ensure relevance of details
Writing40
Student should match the syllable count of the original text
Student should maintain the rhyme scheme of the original
(This does not mean that the exact words must be used, it
does mean that an AABBAACC pattern should remain if it
was the original rhyme scheme.)
Presentation15
Copy of original lyrics and student’s typed lyrics
No weird fonts which are hard to read (Arial, Times New Roman)
WOWFactor 5
Creativity, originality, performing with guitar, etc.
Any over the top or excellence which raises the bar in the------
teacher’s assessment
100
*Please note, it is unlikely, but going over 100 on a project could occur.
**This rubric developed by Ms. Maynor and Ms. Hudson
Comic Strip or Book
DIRECTIONS Student should create a minimum of 16 panels which accurately reflects the reading of Beowulf, Sir Gawain and the Green Knight, Canterbury Tales, or Macbeth. If the student chooses to portray the action in the poem or story, then a minimum of four major events or scenes must be illustrated. If the student chooses to illustrate characters from the Canterbury Tales, then eightcharacters are required.
Students should pay careful attention to the following:
- If Beowulf is used, then four major events or scenes must be created, and 8 direct quotations minimum should be in the frame or an explanatory frame to support the details/drawing offered.
- If Macbeth is used, then the witches’ predictions ALLmust be encompassed.
- Illustrated in color
- Consistently either use landscape or portrait
- Panels should be computer size paper 8 1/2 X 11 for each panel.
- Wording on panels should be either typed or neatly lettered for both effect and legibility.
- 8 Direct quotations should be used.
Rubric
Requirements met (see above)30
8 direct quotations, panels appropriate size
Page layout30
Visually appealing
Word is neatly printed or typed
Page space has been used
Paraphrasing of text25
Accurate, fluent
Citations10
Direct quotations are accurate
Source for quotation cited (Text, page or line number)
WOW factor _5__
100
**Please note, it is unlikely, but going over 100 on a project could occur.
**This rubric developed by Ms. Maynor and Ms. Hudson
Dear Diary…
DIRECTIONS Many of the most important figures in history have kept diaries. This assignment requires the student to become an important character in a reading. The student would need to be “in character.” For example, the student who desires to be the Hrothgar, must take on a male persona fitting for a king. The actions, emotions, and words should reflect the thinking of the character and the period. Of course, these are imaginary characters, but attention to realism and textual support lend verisimilitude (Like truth) to the writing.
Students will be do ten entrieswith a 50 word per entry minimum. Students should pay careful attention to:
- Ten entry requirement with 50 words per entry
- Each entry should be titled with the quotation (and citation) which inspired it
- Each entry should reflect the character based upon storyline and quotation
- Small sketches or illustrations are not required, but certainly could be included in the Wow factor
Rubric
Quality of writing in the journal30
Requirements met35
Accuracy/Insight into the character30
WOW factor_5_
100
*Please note, it is unlikely, but going over 100 on a project could occur.
**This rubric developed by Ms. Maynor and Ms. Hudson
Job Shadowing
DIRECTIONSStudents should discuss with their parents potential career opportunities. This project CANNOTbe completed during the school day. The student should go and spend a few hours working with a professional in the chosen career with the permission and supervision of the parent. The student will interview the person about the job as well as observing the professional in action. The interview questions and the professionals name, signature, date, and hours the student spent must be on the completed form. The student must complete all of the job shadowing interview and obtain the signature. *Bonus for pictures at the job site. **At no time should any student job shadow at a dangerous location, alone with any adult, or in any way endanger his/her safety. No job shadow experience will have an illegal or dangerous activity. For example, the student cannot job shadow a sky diver, nor can the student job shadow a police officer on the streets. **Students CANNOT interview a parent for this project.
- What type of education and training prepared you for this career field?
- What type of education and training would you recommend for someone just starting out in this career? For someone who wanted your job?
- What types of skills are necessary for succeeding in this career?
- How has this career field changed since the time you started in it?
- What advice do you have for someone considering this career?
- How did you know this was the right career for you? Did you consider any other careers?
- Are you passionate about your career? What makes you passionate about your career?
- What types of things were you interested in during high school?
- What other careers or industries could you work in with your education and experience?
- What do you see as the biggest changes that have happened in this career field? That will happen in the future?
- How has technology changed this career?
- How has the economy affected this career?
- How long have you worked for this employer?
- How did you choose this employer to work for?
- How does your employer differ from its competitors?
- How did you get your current job?
- What is your exact job title — and how long have you been in this job?
- What do you like most about working for this employer?
- Have you worked for any other employers?
- What do you like most about your job?
- What do you like least about your job?
- Can you describe a typical day at your job?
- How much of your day is spent behind a desk? Out in the field?
- How much are you required to work outside normal business hours?
- What are some of the biggest challenges you face in your job?
- How much does this career and job affect your personal life?
- What’s the most valuable reward you receive from this job? Money? Fame? Helping people?
- What’s the most valuable lesson you’ve learned — about this career, your job, or life in general?
- What’s the most important advice you have for someone just starting out in this career?
- What types of summer jobs or internships should I seek out as I continue my education?
- What type of Websites and other tools do you use to stay current with your career — with your profession?
- What’s the biggest stumbling block you see with younger job-seekers?
- What does your employer — or employers in general — look for in younger job-seekers?
- Do you expect the workplace to change much in the next five years?
- What is the employment outlook for this career field? How much demand is there for entry-level job-seekers?
- Is there anything else that I have not seen today or that we have not talked about that you think is important for me to know as I continue my quest for the ideal career for me?
Name______Date______Hours______
Signature______Date_____
** Job Shadowing Questions to Ask.
Video Essay
DIRECTIONS
Videos Essays are a creative format of investigative analysis that are popular with film critics, art analysts, educators, and storytellers of all types.
The ‘Video Essay’ structure resembles written essays: thesis, introduction, body sections, and conclusion. Video Essays take a structured, in-depth, analytical, and sometimes persuasive approach, as opposed to the quick ‘explainer’ video style of‘xyz subject explained in.59 seconds’ that is also popular on YouTube.
Narrated and mixed with images, sound, and video clips, the Video Essay format is gaining popularity with all types of filmmakers. Tony Zhou is a master and this is one exploring texting in film .
The key to a successful video essay is part narration, the pictures and images chosen, the direct textual support for your literary observations and light (not loud) background music that follows the mood.
Your essay should include two key literary insights with three direct source supports for this insight and explanation. It should include frames of pictures and it should move along at an appropriate pace. It should have an introduction, body paragraphs and a conclusion. Meet with teacher if you choose this option. It can be fun, but this requires recording skills, typing skills, editing skills etc.
Rubric
Narration15
Voice is clear, easily understood
Moves the video forward
Pictures/Images chosen20
Pictures/Images accurately reflect textual support
Appropriate for school setting
Two literary devices chosen30
Two literary devices are selected
Three textual supports for each device are directly quoted
Textual support is either explained w/narration or text
Elements of a video essay are apparent30
Contains Introduction, Body paragraphs and Conclusion
WOW factor5
____
100
*Please note, it is unlikely, but going over 100 on a project could occur.
**This rubric developed by Ms. Maynor and Ms. Hudson
Crossword Puzzle
DIRECTIONS Students must compose a crossword puzzle based upon a piece of literature that was read in class. Each puzzle must contain:
- 15 down and 15 across clues (typed)
- 8 out of the 30 clues must be vocabulary related
- 5 out of the 30 clues must be fill-in-the-blank (these clues will be developed using quotations from the text
- 10 out of the 30 clues must be quotation identification (Identify the speaker of the quote)
- 2 clues out of the 30 clues must be background type facts (setting, literary period, political culture, etc.)
Rubric
Layout20
Meets all the above requirements for the clues30
Project/puzzle includes correct answer sheet/typed 25
Quality of questions (includes multiple characters and plot developments) 15
WOW factor10
____
100
*Only two students may collaborate on this project.
*Please note, it is unlikely, but going over 100 on a project could occur.
**This rubric developed by Ms. Maynor and Ms. Hudson
Devise a Board Game
DIRECTIONS Create a game and depict the storyline of a selection of literature or crucial elements of Senior Project. The game must include:
- Board
- Pieces
- Movement choices—dice or cards or both
- Rules/definition of winning
- Number of players
- Layout/color coding/background art
Rubric
Accuracy of material25
Board design25
Rules/definition of winning (typed)20
Pieces/movements/originality15
WOW factor15
_____
100
*A maximum of three student may collaborate on this project.
**Please note, it is unlikely, but going over 100 on a project could occur.
***This rubric developed by Ms. Maynor and Ms. Hudson
Mannequin Challenge
DIRECTIONSCreate a mannequin challenge scene that depicts apoignant section of a literary text. This project must include:
- An appropriate song that coincides with the selected text
- Representation of an important scene
- Appropriate/realistic costumes
- Major and minor actions included in the scene
- Filmed with 3-D walkthrough
- Appropriate staging of scene
Rubric
Costuming/set appropriate20
Sufficient camera movement 15
3-D effect created
Accurate depiction of the text with typed40
Explanation/justification of scene and
Movements (minimum of 5 actions)
Appropriate song choice with typed justification15
Characters in frozen action10
Major and minor details- WOW factor
100
*This assignment must be completed outside of class time. A maximum of four students may collaborate on this project; however, additional volunteers may be added to ensure detailed representation.