OTHELLO Final Project
10th Grade World LIterature
Ms. Gauthier and Mrs. Jurskis
Tri-Cities High School
Winter 2008
Your final project will be any combination of written, performance, artistic, and recorded work. You will see points in parentheses () in front of each selection. That is the number of points it is worth. You may complete up to 120 points worth of selections. 100 is all you have to do, 20 points are extra credit, if you choose.
The project is due _________ (date will be specified in class)—approximately 1 week from today. If you are presenting a monologue, etc., you must be prepared to present on the due date.
Have fun with this assignment!
Awareness of technique/craft
1. (40) Compare and contrast any two scenes from the 2 films
Describe what you see in each. What are the differences? What are the similarities? Relate to at least three of the following: choice of text, use of music, camera angle and filming, image of the characters, other. Be very specific and give details. Why do you think the director made the choices he made? Which of the two scenes did you prefer? Why?
Assessment criteria: accurate detailed observations (10), clear analysis of the effect of each directors' choices (10), organization (10), accuracy in writing (spelling and grammar) (10)
2. (40) Find good examples of 6 of any of the following: metaphors, similes, personification, antithesis, oxymoron, repetition, alliteration, listing, rhyming couplet and puns. Explain each one. Use any four as models and create your own sentences.
Assessment criteria: Understanding of the terms (10), ability to find examples not dealt with in class (5), explaining the examples correctly (10), originality (5), accuracy in writing (spelling and grammar.)(10)
3. (20) Write the plot of the play. Choose 10 lines from the play to give examples of the action.
Assessment criteria: Accurate description of the full story (5), ability to choose key sentences to tell that story (5), accuracy in writing (spelling and grammar.) (10)
4. (20) Light/darkness is a motif in Romeo and Juliet. Find 8 examples of this. Explain 4 in modern English. Suggest another motif and find 2 examples. Explain them.
Assessment criteria: Show an understanding of the term "motif" by making accurate choices and explaining them (10), accuracy in writing (spelling and grammar.)(10)
Research
5. (30) Choose two of the following topics: The Globe Theatre, Shakespeare's life, Courtship in the 15th Century, Life in Elizabethan England.
Find information from two or more sources. Summarize the most important/interesting information into one page (approx. 150 words) for each topic. Use a different color pen/font to show what came from each source and use an additional color for sentences which you, yourself, added.
Assessment criteria: Finding and crediting relevant sources (5), organizing the information logically (10), not merely copying and pasting but leaving one's personal mark (10), accuracy in writing (spelling and grammar.) (5)
6. (20) Prepare a web page of at least 6 links to help pupils who are studying Othello and have to do these assignments. Describe what one can find on each of the eight sites. (A table format would probably serve your purpose best.) Hand in as an HTML file on a CD or publish on the Internet. Hand in the URL (site address).
Assessment criteria: Usefulness to the students (5), clarity of information and organization (5) a real knowledge of the content of each site (5), accuracy in writing (spelling and grammar.) (5)
Drama
7. (50) Dramatize a text of your choice. Each actor must have at least 15 lines of text to say. Use costumes and props. Have fun. The text may not be read. You may want to select a monologue. Be prepared to perform in class on the due date.
Assessment criteria: Showing the real meaning of the text (10), knowing text by heart (10), speaking clearly (10), props and set (10) providing good theatre/entertainment (10).
8. (20) Learn at least 10 lines of text by heart and perform them dramatically in front of the class.
Assessment criteria: Showing the real meaning of the text (10), knowing text by heart (5), speaking clearly (5)
9. (20) Read at least 10 lines of text onto a recorder in a dramatically convincing way. Explain it in modern English also on the tape. See Ms. G. by Tuesday if you want to do this one—there is a way to put it on the internet! Gabcast.com is the web site where you can record using your cell phone.
Assessment criteria: Showing the real meaning of the text in the reading , speaking clearly, showing an understanding of every word.
Working with the text independently
10. (20) Choose any meaningful text from the play of at least 10 lines that we did not deal with in class. Explain how it fits into the plot and explain what it means in your own words. Point out literary techniques.
Assessment criteria: ability to integrate and apply knowledge to new situations (10), accuracy in writing (spelling and grammar.) (10)
Alternative Creative Expression
11. (20) Choose a few lines from the play that are meaningful to you. Draw or paint a picture that conveys the meaning of those lines. Write a written explanation of your artwork
Assessment criteria: Transferring an abstract idea from one art form to another. (10) Explaining the idea clearly (5), accuracy in writing (spelling and grammar.)(5)
12. (20) The locations of the play are important to the actions. How does the play change as the characters leave the “civilized” Venice? Quote the text that relates to this. What in your opinion is the significance of the setting? Design/build a set for actors to use if you were directing the set Write why you chose to create it as you did.
Assessment criteria: Transferring an abstract idea from one art form to another. (10) Explaining the idea clearly (5), accuracy in writing (spelling and grammar.) (10)
13. (10) Choose at least 10 lines of text and translate them into slang and street language. Keep it reasonably clean. Relate to every piece of information
Assessment criteria: Accuracy of ideas (5), originality (5)
14. (20) Create the front page of a newspaper "The Cyprus City Report" reporting on some of the events of the play.
Assessment criteria: presentation (5), insight into the play (5), correct use of newspaper genre (5), accuracy in writing (spelling and grammar.) (5)
Springboard
15. (20) Create a comic book for one scene of the play. Interpret as you’d like. See Ms. G. for her graphic novel if you want inspiration.
Assessment criteria: presentation (5), insight into the play (5), correct use of newspaper genre (5), accuracy in writing (spelling and grammar.) (5)
16. (20) Choose any scene/ set of lines in the play. Let them be the inspiration for your own writing: a poem/ a diary entry, a monologue, an article. Explain the connection.
Assessment criteria: Relevance of quotes (5), coherence and organization of writing (5), accuracy in writing (spelling and grammar.) (10)
Other:
17. (30) Create a mixed cd with 12 or more songs that you think “work” with Othello. Burn the cd, make a creative cover, and in a paragraph for each song, explain why you chose it and how it is significant.
Assessment criteria: Relevance of songs (10), insight into the play (10), accuracy in writing (spelling and grammar) (10).
18. You may have ideas of your own. Discuss them with me so we can decide how many points to assign and what the assessment criteria will be.
Tuesday, April 22, 2008
Monday, February 25, 2008
Romeo and Juliet Project
ROMEO AND JULIET FINAL PROJECT
9th Grade Honors Literature
Ms. Gauthier and Mrs. Gauthier
Tri-Cities High School
Winter 2008
Your final project will be any combination of written, performance, artistic, and recorded work. You will see points in parentheses () in front of each selection. That is the number of points it is worth. You may complete up to 120 points worth of selections. 100 is all you have to do, 20 points are extra credit, if you choose.
The project is due _________ (date will be specified in class)—approximately 1 week from today. If you are presenting a monologue, etc., you must be prepared to present on the due date. Non-participation will result in a deduction of those points.
Have fun with this assignment!
Awareness of technique/craft
1. (40) Compare and contrast any two scenes from the 2 films
Describe what you see in each. What are the differences? What are the similarities? Relate to at least three of the following: choice of text, use of music, camera angle and filming, image of the characters, other. Be very specific and give details. Why do you think the director made the choices he made? Which of the two scenes did you prefer? Why?
Assessment criteria: accurate detailed observations (10), clear analysis of the effect of each directors' choices (10), organization (10), accuracy in writing (spelling and grammar) (10)
2. (40) Find good examples of 6 of any of the following: metaphors, similes, personification, antithesis, oxymoron, repetition, alliteration, listing, rhyming couplet and puns. Explain each one. Use any four as models and create your own sentences.
Assessment criteria: Understanding of the terms (10), ability to find examples not dealt with in class (5), explaining the examples correctly (10), originality (5), accuracy in writing (spelling and grammar.)(10)
3. (20) Write the plot of the play. Choose 10 lines from the play to give examples of the action.
Assessment criteria: Accurate description of the full story (5), ability to choose key sentences to tell that story (5), accuracy in writing (spelling and grammar.) (10)
4. (20) Light/darkness is a motif in Romeo and Juliet. Find 8 examples of this. Explain 4 in modern English. Suggest another motif and find 2 examples. Explain them.
Assessment criteria: Show an understanding of the term "motif" by making accurate choices and explaining them (10), accuracy in writing (spelling and grammar.)(10)
Research
5. (30) Choose two of the following topics: The Globe Theatre, Shakespeare's life, Courtship in the 15th Century, Life in Elizabethan England.
Find information from two or more sources. Summarize the most important/interesting information into one page (approx. 150 words) for each topic. Use a different color pen/font to show what came from each source and use an additional color for sentences which you, yourself, added.
Assessment criteria: Finding and crediting relevant sources (5), organizing the information logically (10), not merely copying and pasting but leaving one's personal mark (10), accuracy in writing (spelling and grammar.) (5)
6. (20) Prepare a web page of at least 6 links to help pupils who are studying Romeo and Juliet and have to do these assignments. Describe what one can find on each of the eight sites. (A table format would probably serve your purpose best.) Hand in as an HTML file on a diskette or publish on the Internet. Hand in the URL (site address).
Assessment criteria: Usefulness to the students (5), clarity of information and organization (5) a real knowledge of the content of each site (5), accuracy in writing (spelling and grammar.) (5)
Drama
7. (50) Dramatize a text of your choice. Each actor must have at least 15 lines of text to say. Use costumes and props. Have fun. The text may not be read. You may want to select a monologue. Be prepared to perform in class on the due date.
Assessment criteria: Showing the real meaning of the text (10), knowing text by heart (10), speaking clearly (10), props and set (10) providing good theatre/entertainment (10).
8. (20) Learn at least 10 lines of text by heart and perform them dramatically in front of the class.
Assessment criteria: Showing the real meaning of the text (10), knowing text by heart (5), speaking clearly (5)
9. (20) Read at least 10 lines of text onto a recorder in a dramatically convincing way. Explain it in modern English also on the tape. See Ms. G. by Tuesday if you want to do this one—there is a way to put it on the internet!
Assessment criteria: Showing the real meaning of the text in the reading , speaking clearly, showing an understanding of every word.
Working with the text independently
10. (20) Choose any meaningful text from the play of at least 10 lines that we did not deal with in class. Explain how it fits into the plot and explain what it means in your own words. Point out literary techniques.
Assessment criteria: ability to integrate and apply knowledge to new situations (10), accuracy in writing (spelling and grammar.) (10)
Alternative Creative Expression
11. (20) Choose a few lines from the play that are meaningful to you. Draw or paint a picture that conveys the meaning of those lines. Write a written explanation of your artwork
Assessment criteria: Transferring an abstract idea from one art form to another. (10) Explaining the idea clearly (5), accuracy in writing (spelling and grammar.)(5)
12. (20) A statue of Juliet is mentioned at the end of the play. Quote the text that relates to this. What in your opinion is the significance of the statue? Design/build it and explain you art piece. Write why you chose to create the statue you created.
Assessment criteria: Transferring an abstract idea from one art form to another. (10) Explaining the idea clearly (5), accuracy in writing (spelling and grammar.) (10)
13. (10) Choose at least 10 lines of text and translate them into slang and street language. Keep it reasonably clean. Relate to every piece of information
Assessment criteria: Accuracy of ideas (5), originality (5)
14. (20) Create the front page of a newspaper "The Verona Voice" reporting on some of the events of the play.
Assessment criteria: presentation (5), insight into the play (5), correct use of newspaper genre (5), accuracy in writing (spelling and grammar.) (5)
Springboard
15. (20) Create a comic book for one scene of the play. Interpret as you’d like. See Ms. G. for her graphic novel if you want inspiration.
Assessment criteria: presentation (5), insight into the play (5), correct use of newspaper genre (5), accuracy in writing (spelling and grammar.) (5)
16. (20) Choose any scene/ set of lines in the play. Let them be the inspiration for your own writing: a poem/ a diary entry, a monologue, an article. Explain the connection.
Assessment criteria: Relevance of quotes (5), coherence and organization of writing (5), accuracy in writing (spelling and grammar.) (10)
Other:
17. (30) Create a mixed cd with 12 or more songs that you think “work” with Romeo and Juliet. Burn the cd, make a creative cover, and in a paragraph for each song, explain why you chose it and it is significant.
Assessment criteria: Relevance of songs (10), insight into the play (10), accuracy in writing (spelling and grammar) (10).
18. You may have ideas of your own. Discuss them with me so we can decide how many points to assign and what the assessment criteria will be.
9th Grade Honors Literature
Ms. Gauthier and Mrs. Gauthier
Tri-Cities High School
Winter 2008
Your final project will be any combination of written, performance, artistic, and recorded work. You will see points in parentheses () in front of each selection. That is the number of points it is worth. You may complete up to 120 points worth of selections. 100 is all you have to do, 20 points are extra credit, if you choose.
The project is due _________ (date will be specified in class)—approximately 1 week from today. If you are presenting a monologue, etc., you must be prepared to present on the due date. Non-participation will result in a deduction of those points.
Have fun with this assignment!
Awareness of technique/craft
1. (40) Compare and contrast any two scenes from the 2 films
Describe what you see in each. What are the differences? What are the similarities? Relate to at least three of the following: choice of text, use of music, camera angle and filming, image of the characters, other. Be very specific and give details. Why do you think the director made the choices he made? Which of the two scenes did you prefer? Why?
Assessment criteria: accurate detailed observations (10), clear analysis of the effect of each directors' choices (10), organization (10), accuracy in writing (spelling and grammar) (10)
2. (40) Find good examples of 6 of any of the following: metaphors, similes, personification, antithesis, oxymoron, repetition, alliteration, listing, rhyming couplet and puns. Explain each one. Use any four as models and create your own sentences.
Assessment criteria: Understanding of the terms (10), ability to find examples not dealt with in class (5), explaining the examples correctly (10), originality (5), accuracy in writing (spelling and grammar.)(10)
3. (20) Write the plot of the play. Choose 10 lines from the play to give examples of the action.
Assessment criteria: Accurate description of the full story (5), ability to choose key sentences to tell that story (5), accuracy in writing (spelling and grammar.) (10)
4. (20) Light/darkness is a motif in Romeo and Juliet. Find 8 examples of this. Explain 4 in modern English. Suggest another motif and find 2 examples. Explain them.
Assessment criteria: Show an understanding of the term "motif" by making accurate choices and explaining them (10), accuracy in writing (spelling and grammar.)(10)
Research
5. (30) Choose two of the following topics: The Globe Theatre, Shakespeare's life, Courtship in the 15th Century, Life in Elizabethan England.
Find information from two or more sources. Summarize the most important/interesting information into one page (approx. 150 words) for each topic. Use a different color pen/font to show what came from each source and use an additional color for sentences which you, yourself, added.
Assessment criteria: Finding and crediting relevant sources (5), organizing the information logically (10), not merely copying and pasting but leaving one's personal mark (10), accuracy in writing (spelling and grammar.) (5)
6. (20) Prepare a web page of at least 6 links to help pupils who are studying Romeo and Juliet and have to do these assignments. Describe what one can find on each of the eight sites. (A table format would probably serve your purpose best.) Hand in as an HTML file on a diskette or publish on the Internet. Hand in the URL (site address).
Assessment criteria: Usefulness to the students (5), clarity of information and organization (5) a real knowledge of the content of each site (5), accuracy in writing (spelling and grammar.) (5)
Drama
7. (50) Dramatize a text of your choice. Each actor must have at least 15 lines of text to say. Use costumes and props. Have fun. The text may not be read. You may want to select a monologue. Be prepared to perform in class on the due date.
Assessment criteria: Showing the real meaning of the text (10), knowing text by heart (10), speaking clearly (10), props and set (10) providing good theatre/entertainment (10).
8. (20) Learn at least 10 lines of text by heart and perform them dramatically in front of the class.
Assessment criteria: Showing the real meaning of the text (10), knowing text by heart (5), speaking clearly (5)
9. (20) Read at least 10 lines of text onto a recorder in a dramatically convincing way. Explain it in modern English also on the tape. See Ms. G. by Tuesday if you want to do this one—there is a way to put it on the internet!
Assessment criteria: Showing the real meaning of the text in the reading , speaking clearly, showing an understanding of every word.
Working with the text independently
10. (20) Choose any meaningful text from the play of at least 10 lines that we did not deal with in class. Explain how it fits into the plot and explain what it means in your own words. Point out literary techniques.
Assessment criteria: ability to integrate and apply knowledge to new situations (10), accuracy in writing (spelling and grammar.) (10)
Alternative Creative Expression
11. (20) Choose a few lines from the play that are meaningful to you. Draw or paint a picture that conveys the meaning of those lines. Write a written explanation of your artwork
Assessment criteria: Transferring an abstract idea from one art form to another. (10) Explaining the idea clearly (5), accuracy in writing (spelling and grammar.)(5)
12. (20) A statue of Juliet is mentioned at the end of the play. Quote the text that relates to this. What in your opinion is the significance of the statue? Design/build it and explain you art piece. Write why you chose to create the statue you created.
Assessment criteria: Transferring an abstract idea from one art form to another. (10) Explaining the idea clearly (5), accuracy in writing (spelling and grammar.) (10)
13. (10) Choose at least 10 lines of text and translate them into slang and street language. Keep it reasonably clean. Relate to every piece of information
Assessment criteria: Accuracy of ideas (5), originality (5)
14. (20) Create the front page of a newspaper "The Verona Voice" reporting on some of the events of the play.
Assessment criteria: presentation (5), insight into the play (5), correct use of newspaper genre (5), accuracy in writing (spelling and grammar.) (5)
Springboard
15. (20) Create a comic book for one scene of the play. Interpret as you’d like. See Ms. G. for her graphic novel if you want inspiration.
Assessment criteria: presentation (5), insight into the play (5), correct use of newspaper genre (5), accuracy in writing (spelling and grammar.) (5)
16. (20) Choose any scene/ set of lines in the play. Let them be the inspiration for your own writing: a poem/ a diary entry, a monologue, an article. Explain the connection.
Assessment criteria: Relevance of quotes (5), coherence and organization of writing (5), accuracy in writing (spelling and grammar.) (10)
Other:
17. (30) Create a mixed cd with 12 or more songs that you think “work” with Romeo and Juliet. Burn the cd, make a creative cover, and in a paragraph for each song, explain why you chose it and it is significant.
Assessment criteria: Relevance of songs (10), insight into the play (10), accuracy in writing (spelling and grammar) (10).
18. You may have ideas of your own. Discuss them with me so we can decide how many points to assign and what the assessment criteria will be.
Tuesday, January 22, 2008
Shakespeare web quest sites
Here are the links for the Shakespeare web quest we'll complete in class. Please explore many of the hyperlinks on these sites...you will learn a lot!
Well-put together Shakespeare site:
http://internetshakespeare.uvic.ca/index.html
Click on “Process” and hit the hyperlinks here:
http://eprentice.sdsu.edu/S04X/lbeck/wq/index.htm
For a wealth of information to sift through:
http://shakespeare.palomar.edu/
(Take the Shakespeare quiz! http://shakespeare.palomar.edu/quiz/bioquiz.htm)
On food in Shakespeare’s plays:
http://www.soupsong.com/ibard.html
For quotations and brief information on the plays:
http://www.bartleby.com/quotations/
Shakespearian times:
http://www.renfaire.com/Language/index.html
Shakespeare dictionary:
http://www.acepilots.com/bard/ws_word.html
Well-put together Shakespeare site:
http://internetshakespeare.uvic.ca/index.html
Click on “Process” and hit the hyperlinks here:
http://eprentice.sdsu.edu/S04X/lbeck/wq/index.htm
For a wealth of information to sift through:
http://shakespeare.palomar.edu/
(Take the Shakespeare quiz! http://shakespeare.palomar.edu/quiz/bioquiz.htm)
On food in Shakespeare’s plays:
http://www.soupsong.com/ibard.html
For quotations and brief information on the plays:
http://www.bartleby.com/quotations/
Shakespearian times:
http://www.renfaire.com/Language/index.html
Shakespeare dictionary:
http://www.acepilots.com/bard/ws_word.html
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