Assignments- TKMB Novel Study Unit

Miss. A Kathol 2014

Included are all the assignments I have used in my TKMB Novel Study Unit. Some assignments were omitted due to time, student interest, and outcomes; personal discretion. Here is the break down for the unit: Quizzes/Unit Exam (not included)- 25% Perspective Responses (4)- 30 % Mock Trial Response 10% Critical Essay 30% Board Game Response 5%

Perspective Responses
Students will complete a perspective response once a week. Each response will be marked with the attached rubric.

Perspective Response #1
Write a myth about Scout, Jem, or Dill from the perspective of Boo Radley. In Ch.1 the Boo Radley myth is described to Dill by Jem (pg.16). The Boo Radley game is based off of the myth and is accompanied by a physical description in Ch. 4 (pg. 51-53) O Keep in mind Boo Radley only observes them through his window, he does not necessarily know them! Think about: What do you know about the character you are describing? What does Boo know so far about the person he is describing? How does he know? What elements would influence the actions of the character? Motivations, thoughts, events

Be sure to include: page min (2-3 paragraphs)- 1 page First person narrative (Boo) Rubric attached when handed in.

Perspective Response #2
O Write an I am Poem for one of the characters. Pick any character described in the book so far. O What are their characteristics? (family, attitude, how they look, what they believe, who they associate with, likes, dislikes, etc.) O Where are they from? (the south, rich or poor?) O Influences (time period, culture, skin colour, role in the community, events of the novel.) O What makes that character unique? Be Sure to Include: 4 stanzas o Characteristics of individual (physical, emotional, o Character background (family, home, socio-economic status.) o Influences (time period, culture, skin colour, role in the community, events of the novel.) o Uniqueness (their role in the story) 5-6 lines in each stanza Rubric attached when handed in

Perspective Response #3
Write letter to the editor (newspaper) regarding the trial. Take the perspective of a citizen in the audience (white or black). You may be an advocate for or against the trial verdict. Be sure to explain why and provide evidence. Be sure to Include: Your opinion on the trial Evidence from the novel and trial to support your opinion. O Be sure to discuss ideas of inequality and societal codes (of the 1930s) A pen name. Sign the letter with a alter ego (fake name) O I.e. Concerned Citizen Min. 2/3 of a page typed and single spaced

Perspective Response #4: Diary Entry

Choose a character and one event from the novel. Write a diary entry from the perspective of your chosen character. Be sure to include: evidence from the novel (events and other characters) one page reflection (typed and double spaced) Dear Diary or Dear Journal as an introduction Signature or sign off at the end of the entry Reflection on the specific characters perspective

*If needed
Perspective Response #5: Mockingbird Poem
Choose a character that can be symbolized by a mockingbird. Create a concrete poem (in the shape of a mockingbird), using their characteristics, attitudes, thoughts and any events that make them a mockingbird. Be sure to include: Evidence from the novel (characteristics, attitudes, emotions, interactions, etc.) the poem in a shape of a mockingbird a title: the character you are describing

Personal Response #______

Score/Content 5 4 3

Name:____________________
2 1

Meaning

Ideas are well developed Meaning is clear and concise.

Ideas are reasonably developed. Meaning is clear and easy to understand.

Ideas are sufficiently developed but could use further detail. Meaning is established.

Ideas are evident but unclear. Meaning is somewhat established but not developed.

Ideas are not fully developed. Meaning is difficult to interpret.

Style

Language and tone effectively reflects the novel. Easy to read. Excellent figurative language used.

Language and tone reasonably reflects the novel Easy to read. Reasonable evidence of figurative language used.

Refection of novel language and tone is satisfactory. Easy to read. Some evidence of figurative language.

Language or tone does not reflect that of the novel. Difficult to read. Little evidence of figurative language.

Length expectations are not met. Difficult to read. Inappropriate tone or language used.

Evidence/ Connections

Excellent connections to the novel (its characters /events) are efficiently maintained.

Reasonable connections Moderate connections to the novel (its to the novel (its characters /events) are characters/events) are proficiently maintained. suitably maintained.

Weak connections to the novel (its characters /events) are maintained.

Little or no connections to the novel (its characters/ events) are evident.

Format

Assignment adheres to designated format style effectively.

Assignment reasonably adheres to the designated format style

Assignment moderately reflects the designated format style.

Assignment reflects the designated format style in a weak manner

Little to no designated format style is reflected in the assignment.

Miss Kathol 2014

Book Cover Redesign (5-15%)-in place of group board game

Process: Design a new book cover for the novel To Kill a Mockingbird. Your new book cover will be based on symbols, characters and events from the text. Choose symbols, characters and events that you think are important to the book and make reference to them in your redesign. You will also be required to write a brief book synopsis for the back of the book cover. Be sure to use your novel as a reference for your synopsis. Summarize the main themes, settings and characters in the novel reference but make sure not to spoil it for a new reader! You may also wish to include some made up reviews for the book! Finally compose a brief paragraph explaining why you choose the symbols and what they symbolize in the novel. Be sure to include an explanation for colour choices as well as any images and words you choose to include in the cover redesign (aside from the title). Make sure to include: The title At least 2 symbols and or events/characters The Author A book synopsis (on the back of the cover) Defense paragraph ( a separate piece of paper)

Mock Trial
Students will research the case of Emmett Till focusing on the different perspectives involved in a trail. Students have been given background information of the accused Emmett Till. Write a brief paragraph about perspective in a trial case and their role in the trial. Students will then write a reflection about the research and trial process. They will provide personal insight as to how they envision the trial would go. They will also provide their personal opinion on the trial and whether they think Emmett Till was innocent or not and how the trial would go if it was held today.
Colored Balcony Audience/public

Defence

State Opposition Recorder

Jury Judge

Witness Stand

Response (10%)
Include: Your thoughts on the mock trial. What went well, what did not, and why? Outcomes

Critical Essay (30%):

This essay will act as the final summative project in the unit. It will take the place of a final exam. Students will be provided opportunities to work on the written assignment in class, have it peer reviewed, and have their thesis and first draft formally assessed by the teacher. Essay topics will be provided during or before the essay workshop classes (the week of March 24-28, 2014) Thesis Check-in (formative) Rough Draft hand-in (formative) Final Draft (summative) A rubric will be provided for essay marking criteria. Use it to self-assess your own work prior to handing the final draft in. It is also advisable to have a 3rd party view your writing for editing.

____ SENIOR HIGH CRITICAL ANALYTICAL ANNOTATED RUBRIC FOR SELF & PEER ASSESSMENT ___ Writers ID: __________________________
Self Mark Teacher
Scoring Category & Considerations E Pf S L P E Pf S L P E Pf S L P E Pf S L P E Pf S L P E Pf S L P

Peer 1

- quality of literary interpretations & understanding (#1-3 of CARR)

Thought & Understanding: - consider how effectively ideas relate to the assignment

Supporting Evidence

Supporting Evidence: - consider the selections & quality of evidence - consider how well evidence is employed, developed, synthesised (#4-6 of CARR)

Form & Structure

Form and Structure: Consider if: - organisation is coherent, focused, shaped - unifying effect or controlling idea developed & maintained (#7-9 of CARR)

10

Matters of Choice: Consider: - diction - syntax (parallelism, balance, inversion) - voice (#10- 12 of CARR)

E Pf S L P E Pf S L P E Pf S L P

Matters of Correctness

(#13-15 of CARR)

14

- consider the proportion of error in terms of the complexity of the response

/5

13

Matters of Correctness:

Diction Syntax / sentence variety is: diction is precise; syntax effective, sometimes polished diction is specific; syntax generally effective diction adequate; syntax straightforward sometimes awkward diction is imprecise/inappropriate; syntax ambiguous and awkward diction is overgeneralised, inaccurate; syntax uncontrolled/ unintelligible Creation of composition and voice is: skilful and convincing considered and capable conventional and appropriate vague and undiscerning confused and ineffective Sentence construction, grammar & usage shows: confidence in control; correct usage and grammar; relative absence of error competence in control; correct usage & grammar; minor errors understandable under circumstances control of the basics of correct usage and grammar; occasional lapses and minor errors faltering control of the basics; range of errors blurs communication lack of control of the basics; jarring errors impair communication

Ideas are: insightful, carefully considered; subtle distinctionsthoughtful, considered; competent comprehension relevant& straightforward; generalised comprehension superficial, oversimplified; weak comprehension absent, irrelevant, undeveloped; little comprehension Literary interpretations & understandings are: perceptive& illuminating revealing& sensible general but plausible incomplete and/or literal little comprehension of literary text Selection and quality of evidence is: precise, astute; reinforces ideas convincingly specific, well chosen; reinforces ideas persuasively general, adequate; reinforces ideas acceptably inadequate, inaccurate, inappropriate; lacks persuasiveness irrelevant, overgeneralised, lacks validity and/or is absent Connection of evidence to ideas demonstrates: avalid connection is efficiently maintained a sound connection is capably maintained a reasonable connection is suitably maintained a weak connection is maintained little or no connection is evident Arrangement of ideas and details is: judicious; a fluent discussion skilfully developed purposeful; a controlled discussion capably developed straightforward; discussion is appropriately developed discernible but ineffectual; underdeveloped haphazard; discussion lacks direction, obscure Thesis/ controlling idea/unifying effect is: effectively sustained and integrated coherently sustained and presented generally maintained; coherence may falter inconsistently maintained unifying effect/controlling idea is absent

Peer 2

Critical/Analytical Response Rubric Sub category / Focus

Annotations for Critical/ Analytical Response Rubric

Thought & Understanding Matters of Choice

Work the prompt:

a.definekey words of topic & explain connection to the text b.relate / key idea / thematic interpretations to the text c. focus on limiting the topic to an aspect of life

/5

1 3 4 5 6 7 8 11 12 15

Clarify illogical or ambiguous idea / claim:

a. make a meaningful, deductive claim b. check wording of argument / add information c. eliminate unnecessary words / phrases / repeated ideas

/5

Dig deeper for insight: a. avoid literal, superficial or inaccurate statements Support your claim:

b. avoidstating the obvious, unwarranted assertions c. develop&expand paragraph; develop conclusion a.provide (properly referenced) examples from the text b. ensureexample specifically supports the claim

/5

Choose precise, relevant, example/s:

a. avoidsuppositional / counter-functional evidence b. avoid plot summary

Contextualise (set up) your example:

a. integrate quote into sentence structure e.g. introduce & follow up example; consider using colon to introduce quote b. explain link between example and idea

/5

Check first paragraph structure:

a. Include a meaningful / relevant opening hook or introductory statement that relates to your thesis /controlling idea b. clarify and/or develop thesis/controlling idea; address the question; use key words of prompt

Check body paragraph structure:

a. statement of idea/claim (topic sentence) is needed b. clarify/expand your idea (topic sentence) c. link the point you are making to your thesis/controlling idea or claim

/5

Make connections & avoid fragmentation:

a. connect ideas between sentences & paragraphs b. include transitions between ideas and paragraphs (besides; furthermore; however; concurrently) c. keep controlling idea consistent

Enliven your sentence structure:

a. vary punctuation, sentence beginnings & sentence type b. rewritesentencesthat are awkward or ambiguous

Be particular with Syntax:

a. avoidinappropriate, general or vague expressions b. correct word choices that are awkward or ambiguous c. eliminateunnecessary and/or repeated words & phrases

/5

Captivate readers through tone & voice:

a.avoid informal / inappropriate tone e.g. first / second person (I or you); avoid contractions b. draw on your inner voice and remain consistent c.avoid clichs, wordiness, absolutes, pompous or opinionated prose

Watch for word confusion & verb tense:

a. common errors: there/their/theyre, youre/your, its / its b. checknoun/ pronoun agreement & prepositions c. checkverbagreement and tense consistency d. usepresent tense for literary analysis.

Correct problematic sentence constructions:

a. run-on/ rambling sentences/sentence fragments b. beginning sentences with conjunctions (FANBOYS); c. ending sentences with prepositions (from, in, on, to, for, up) d. faulty parallel structure

TOTAL (35)

Grammar
spelling; capitalization; use of punctuation (; , : -- - ? !)

Create a Board Game

In small groups students will create a board game based on concepts from the novel. When completed students will be given the opportunity to play other groups board games and evaluate each one they played (formative evaluation), based on the attached rubric. Individually students will reflect on the board game creation process and defend the elements they choose to include, establishing the importance to the novel.
Max of 3 people/group Pick event or concept from the book to base board game off of o Can use the entire novel Reflection on board game development and elements. Include: o the board game project process o Connections between the book and the board game o Why you choose the themes and event o How you met the grading criteria In what ways o 2/3 page min.

Game Board Activity Objective

In groups (no more than 3 per group) create a board game for the novel To Kill a Mockingbird. Students will be given class time to work on project. The following sheet outlines expectations, things to consider, and assessment guidelines. Have fun!
Learning Objective: Students will analyze the plot, theme(s), symbolism, and characters of a story or novel (or chapter/s from a novel) and design a stimulating board game around it.

FOR STUDENTS: THINGS TO CONSIDER WHEN CREATING A GAME

1. Board Design: Design a layout for the board with various paths the player can take. Also, pay close attention to thesetting of the novel or story so you can incorporate those things into your design. a. Make a list of all the places from the novel. b. Narrow down the list if there are too many places; perhaps focus on just one part of the setting of the story. c. Consider events that take place and make a list of them. d. Narrow down the events like you did for the setting. f. Decide the paths or direction the players will take and do a rough sketch. 2. Game Pieces: Design & create the players pawns, a spinner or other device for players to advance on the board (such as dice), and other 3-dimensional features on the board. a. Consider the size: make sure pieces are not too big or too small to move around the board.

b. Will any of your places or events need a 3-dimensional feature, or will they be drawn on the board? c. Consider how many spaces are on the board before making a spinner or dice. 3. Game Cards: Write & create game cards that could either stall a player, reward them and/or advance them further. a. Consider how the player will receive a card: 1. Landing on a space for that card 2. Passing a certain point on the board 3. Rolling or spinning the icon (a space on the die or spinner could have the card icon) b. Consider the rewards or penalties: will they delay the game or speed it up too much? c. Consider the content of the cards: 1. Cards may instruct the player to move spaces, collect tokens, etc. 2. Cards may require the player to answer a question relating to the story, with reward for correct answer, penalty for incorrect answer 3. Cards may require player to interact with other players in a challenge 4. Directions & Rules: Write instructions for the players. a. Should have an object of the game (an objective) b. Number of players (1? 2? Up to how many can play?) c. Consider different scenarios and explain things you cant explain on the board. d. Try not to make the players too reliant on the directions/rules. If they have to check the rules after every move, they might get frustrated. 5. Materials & Building Assistance: a. Consider using cardboard or a sturdy material for the board (you can glue the template print-out to the cardboard). b. Have zipper baggies for small pieces so they arent lost. c. Other materials that might be useful : construction paper, glue, super glue, glitter, tacks, stencils, foam letters/squares/shapes. For a game that features landscape, consider using rocks d.) Bring the supplies you will need to construct your game. Some paper will be supplied, as well as pencil crayons. 6. Grading Criteria: Class Vote On game day, after each game has been played, each group will rate the board game based on a rubric and the following criteria: a. Accuracy of content: does you game stay true to the story? b. Knowledge gained: have you shown that you learned the main theme(s), symbols, and plot of the story? c. Rules: how clear to follow are your rules? Can players play the game easily based on your directions? d. Creativity: did you try to make the game interesting & fun to play in your own way (not just copying another game)? e. Group collaboration: how well did your group work together? Did everyone do his/her part