English 12 – Lord of the Flies Visual Essay Assignment

PART I: DOUBLE ENTRY JOURNAL DUE MONDAY JAN 14TH

·  A double-entry journal contains two parts to each entry:

o  One part is text (in this case quotes) from the novel.

o  The other part is your thinking about and analysing the text.

As you read the novel, Lord of the Flies, by William Golding, record NINE quotes in a double entry journal that support THREE of the central themes (3 quotes per theme) of the novel including:

·  The Need for Civilization

·  Innocence and the loss of it

·  The Loss of Identity

·  Power

·  Fear of the Unknown

·  Blindness and Sight

FORMAT:

Your double entry journal must be typed and should follow the format here:

Quotation (This should be a sentence, line or phrase that:
1.  May hit with some force
2.  May remind you of something
3.  Make you think or question
4.  May be an example of pleasing or disturbing writing / Reaction/Response
·  Question/predict: Ask questions while you read and try to predict
·  Connect: to personal experiences-relation to life, self or others
·  Analyze/evaluate: form opinions both while you are reading and after you have finished. Develop your own judgments about the characters and your own ideas about events.
·  Interpret: determine the meaning of what you have read.
·  Reflect: What does the quote say about society and humanity?
Here is an example to follow:
"He knelt, holding the shell of water. A rounded patch of
sunlight fell on his face and a brightness appeared in the
depths of the water. He looked in astonishment, no
longer at himself but at an awesome stranger… Beside the
pool his sinewy body held up a mask that drew their eyes
and appalled them. He began to dance and his laughter
became a bloodthirsty snarling. He capered toward Bill,
and the mask was a thing on its own, behind which Jack
hid, liberated from shame and self‐consciousness. The
face of red and white and black swung through the air and
jigged toward Bill. Bill started up laughing; then suddenly
he fell silent and blundered away through the bushes.
Jack rushed toward the twins.
‘The rest are making a line. Come on!’
‘But— ’
‘—we—’
‘Come on! I’ll creep up and stab—’
The mask compelled them” (page 63) / (In the example I am going to interpret)
CONTEXT (Literal Translation):
In this quote, “he” is Jack, who has just painted his
face with “dazzle paint” like soldiers or hunters use to
camouflage their identities. After this, Ralph leads the other
boys hunting for a boar.
CRITICAL ANALYSIS: This quote is important because it gives a physical example of the loss of identity that the boys experience as
they descend into an animalistic mentality, first in order to
survive and eventually with the intent to massacre each other.
Jack is the leader of the “hunters,” whose initial role of
providing food for all the boys leads to one of power‐hungry
control over them all. This moment, where he paints his face
like a savage, symbolizes his giving up on civilization, restraint
and discipline—all the things that form the identity of the
English schoolboys at the start of the story. Hiding behind this
mask, Jack controls the other boys, “compelling” them to
behave like savages.

Part II: VISUAL ESSAY DUE MONDAY JAN 14TH

Using the chart above, create a visual essay that incorporates SIX of your quotes and supports TWO of the central themes of the book. You will create a thesis statement to support your analysis of these themes. Your images do not need to be original drawings (however, you may use these if you feel artistically inclined), but you must create whatever goes on the page. In other words, I do not want you to simply copy an image from the Internet or cut out a picture from a magazine. You may use a variety of ‘found’ images and create a collage that incorporates your chosen quotes to support your thesis statement.

FORMAT:

Ø  You will present this essay on a half piece of Bristol board.

Ø  You will also include a typed separate reflection (300-500 words) on your visual essay that will express why you chose the images you have and how the quotes work with the images. Please go beyond stating the literal interpretation (ex. “I chose an image of an island, because that’s where the story takes place”) and provide critical analysis for the images you chose.

MARKING RUBRIC

Please attach to assignment when handing in!

PART I: DOU BLE JOURNAL ENTRY (Reading/Viewing) / 4 EXEMPLARY / 3 PROFICIENT / 2 DEVELOPING / 1 BEGINNING
Completion and Meaning
6.2 Articulate and justify points of view about texts and text elements; interpret ambiguities in complex and sophisticated texts / Student shows a thorough understanding of the story by skillfully selecting and describing almost all relevant ideas and information / Student shows a general understanding of the story by selecting and describing most relevant ideas and information / Student shows some understanding of the story by selecting and describing a few ideas that may not be relevant / Student shows a limited understanding of the story by selecting and describing a few ideas that may not be relevant
Technique
6.1 Make informed personal responses to increasingly challenging print and media texts and reflect on their responses; analyse thematic connections among texts and articulate an understanding of the universality of many themes / Numerous in depth connections using a variety of techniques / Connections of some complexity using many of the techniques / Some simple connections using a few different techniques / A few basic connections using limited techniques
Critical Thinking
4.5 Articulate their own processes and strategies in exploring, interpreting, and reflecting on sophisticated texts and tasks / Analyzes key information, questions, and problems clearly and precisely; Evaluates material with insight ; Uses inference to reason carefully from clearly stated premises / Analyzes key information, questions, and problems competently ; Evaluates material competently ; Uses inference to reason competently
from clearly stated premises / Analyzes some key information, questions, and problems competently; Evaluates material inconsistently; Uses inference to reason inconsistently from clearly stated premises / Is unable to analyze information, questions, and problems or does so superficially ; Is unable to evaluate material or does so superficially ; Is unable to or infrequently uses inference to reason from clearly stated premises
TOTAL / /12
PART II: VISUAL ESSAY (Writing and Representing) / 4 EXEMPLARY / 3 PROFICIENT / 2 DEVELOPING / 1 BEGINNING
Visualization
8.3 Make effective choices of language and techniques to enhance the impact of imaginative writing and other ways of representing / Images are arranged in a
cohesive and innovative way; quotes add a thought provoking dimension to the image / Images are arranged in a
cohesive way; quotes
add a thought provoking
dimension to the images / Sequence of images
lacks unity and may
seem random; quotes offer a predictable commentary / Sequence of images is
completely random;
quotes do not connect to the images
Completion
10.4 Demonstrate a commitment to the skilful crafting of a range of writing and other representations / Essay includes all components and exceeds all requirements indicated in the instructions. Each question or part of the assignment is addressed thoroughly. / Essay includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. / Essay is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed. / Essay excludes essential components and/or does not address the requirements indicated in the instructions. Many parts of the assignment are addressed minimally, inadequately, and/or not at all.
Reflection
9.2 Demonstrate an understanding of the ways in which the construction of texts can create, enhance, or control meaning / Reflection demonstrates an in-depth analysis on, and personalization of, the themes presented in the novel; viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided. / Reflection demonstrates a general analysis on, and personalization of, the themes presented in the novel; viewpoints and interpretations are supported. Appropriate examples are provided. / Reflection demonstrates a minimal analysis on, and personalization of, the themes presented in the novel; viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant. / Reflection demonstrates a lack of analysis on, or personalization of, the themes presented in the text; viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples are not provided.
Conventions
10.2 Use the conventions of written language accurately and consistently in final products / Author makes no errors in conventions that distract the reader from the content. / Author makes 1-2 errors in conventions that distract the reader from the content. / Author makes 3-4 errors in conventions that distract the reader from the content. / Author makes more than 4 errors in conventions that distract the reader from the content.
TOTAL / /16