Final Project

Artistic Representation Project

Directions:  The artistic representation project is meant to tap your creative side as well as allow you to explore The Kite Runner in depth.  Working individually, consider all aspects of our exploration of the novel including the three motifs you tracked.  Now, artistically represent all you have learned about the novel. 

Use whatever medium you think is appropriate—a painting, original lyrics set to music, a three-dimensional object, a sculpture—to illustrate your breadth and depth of knowledge you’ve learned about The Kite Runner and Afghanistan.  The best projects are ones that show originality and synthesize all aspects of the unit we studied.  Don’t settle for rehashing an old assignment.  When presenting, sell your piece.  Demonstrate how much knowledge you represented in your object.  As a challenge to you, I don’t want any projects that require a computer, that is, no PowerPoints or Prezis this time. 

Your project will be graded on depth, breadth, originality, care, presentation, aesthetics, and the write up.  Include a brief typed write-up (2 paragraphs maximum) describing your artistic representation—I find this helpful in the evaluation process.

Include quotes, images, and symbolic colors to represent the different motifs and/or other aspects.  The best projects will have a unifying theme that brings the motifs together to represent the whole of The Kite Runner. 

Due Date: June 2

Points: 50 Summative

Basic Obligations and Prohibitions of Islam

Link to "Basic Obligations"

Link to Pashtunwali Code

Afghanistan Background Links

Afghanistan Profile Timeline

Who are the Taliban?

Some Progress is Reported in Informal Afghan-Taliban Talks

Kite Runner Motif Journal

Kite Runner Motif Tracking

Definition: A motif is a recurring object, concept, or structure in a work of literature.  A motif may also be two contrasting elements in a work such as good and evil.  The purpose of this journal is to track motifs that serve as ways to unify the work as a whole. 

Directions:  In a journal consisting of two columns, track three motifs found in the novel.  In the left hand column, write up to ten words of the quote where the motif appears, label the motif, and include the page number.  Include a minimum of five entries per motif (15 total).   In the right column, discuss the author’s purpose, tone, and your own insights about the function of the motif. 

Due Date: May 28

Points Possible: 30

List the three motifs you will track here:

Motif                                                               Interpretation

Write the quote, page number and motif in this column	Write the author’s purpose, tone, your own insights in this column
Motif: Page #: Quote:
Motif: Page #: Quote:

                                   

                                   

                                                                                   

Motifs:

Kites, games, friendship, regret, guilt, redemption, dreams,

trees, clothing, deformity/scars (seen and unseen), music,

weapons (slingshots, brass knuckles), food, colors, gifts,

vehicles and books

Kite Runner Reading Schedule

The Kite Runner

Reading Quizzes

Pages 1-124

May 14

Pages 125-258

May 21

Pages 259-372

May 28

Slaughterhouse-Five Essential Questions

Slaughterhouse-Five Big Ideas/Essential Questions:

1. How does figurative language enhance meaning in text?

2. How does war breed hypocritical behavior?

3. How does literature reflect the times, but also transcend time?

4. How does technology change our world for the better, how for the worse?

Naviance Upload

How to Upload My Plan and Resume on Naviance

Ø  My Planner

Ø Tasks Assigned to Me

Ø Expand This List

Ø My Plan Essay

Ø Upload Files (found on the left)

Critical Lens Links and Group Project

SH-5 Critical Lens Links

A) Coming of Age

Salvador Dali: Geopoliticus Child Watching the Birth of the New Man

Interpretation of the painting

Bildungsroman

B) PTSD

National Center for PTSD

Psychiatric Times

C) Stages of Grief

PsychCentral

Peeled and Cored: A Blog for Teens

D) Einstein’s Theory of Time

Everything Forever

E) Color Spectrum

Hyperphysics

Chromotherapy

Critical Lens Project

Purpose: This is a formative activity that will prep you and the class for the in-class essay you will write on Slaughterhouse-Five.    Using a lens to analyze a novel allows us to develop a greater depth of understanding about the novel’s themes, the writer’s craft, and the impact the text has on a broader scale.

Directions:  We’ve placed you in groups according to your interests.  So now, you need to go to the blog and follow the links of your lens.  Study those links and apply them to Slaughterhouse-Five.  Find specific scenes and quotes that seem to relate to or encapsulates parallel concepts found with your lens.  On Thursday, come prepared with notes, additional resources, and ideas about how to present your findings to the rest of the class. 

Finished Product:

·       Provide a visual element (e.g.a poster, collage, prezi)

·       Quotes or examples from Slaughterhouse-Five

·       A clear connection to your lens

·       Answer the “so what” question with your analysis

·       A 5-7 minute presentation where every group member participates

·       Think critically and creatively

Due Date: Monday, April 27

Points: 40 formative points

My Plan Essay

Due Dates:Typed Draft April 9, Final on April 14

My Plan Essay

The Extended Application (EA) is an Oregon graduation requirement.  In Portland Public Schools, the EA is fulfilled when, during their senior year, students write a “My Plan Essay”. This is a formal reflection of a student’s high school experiences related to college and career, future plans, and goals. The My Plan Essay supports the district’s goal for every PPS student to graduate college and career ready with an informed post-high school plan. When you receive a meeting score on your essay, you will need to upload it to your Naviance account.

In your My Plan Essay, you will need to address the following three areas:

1. Explain your career aspirations and your educational plan to meet these goals. Clearly articulate both short and long term goals and describe the interests, skills, and experiences that helped you develop your post-high school plan.
2. Explain how you have helped your family or made your community a better place to live. Provide specific examples and include what you learned from these experiences. How did these experiences help to inform your post-high school plan?
3. Describe a personal accomplishment and the strengths and skills you used to achieve it. Consider your growth during your four years in high school. How will this experience serve you in your future?

Must score a “Meets” or better in all areas to meet requirements

	Exceeds	Meets	Needs Improvement
Ideas & Content	·  Each of the three areas identified in the prompt is addressed thoroughly. ·  Evidence is thorough, in-depth, and insightful. ·  Supporting details are rich, interesting and carefully chosen for audience and purpose.	·  Each of the three areas identified in the prompt is addressed. ·   Shows evidence of new learning, ideas, results, or conclusions appropriate to the student’s personal, academic, and/or career interests and post-high school goals. ·   Main ideas are supported with specific details.	·  One or more of the three main areas identified in the prompt is not addressed. ·   Evidence is weak, incomplete, inappropriate, or limited in some way. ·   Supporting details may be too general or off topic. ·   Essay may be too short, without enough ideas or details
Organization	·  The reader can follow the writing easily; ideas and details are placed in an order that moves the reader right along. ·  Connecting words and phrases: smooth; effective; make the writing easy to follow from one part to the next. ·  Paragraph breaks are used effectively.	·  The reader can follow the writing; ideas and details are placed in an order that makes sense. ·  Connecting words and phrases help the reader follow from one part to the next. ·  Paragraph breaks are there and are helpful.	·  The reader has a hard time following the writing and may be confused often; ideas and details are not in an order that makes sense. ·  Connecting words and phrases are repetitive; points may be numbered or bulleted. ·  Few or no paragraph breaks
Spelling Punctuation Grammar	·  May be a few minor errors.	·  Some errors, but few major errors; the most important rules are followed most of the time.	· So many basic errors that the reader has a hard time figuring out what the writer is trying to say.

SH-5 Vocab/Questions Journal

Slaughterhouse-Five  

Vocabulary and Question Journal

Part A: Vocabulary

For this unit on Vonnegut’s Slaughterhouse-Five we will keep a word journal like we did with Henry V but with a few changes. Please make 15 entries total (either typed or hand-written) that covers the scope of the reading. Follow the steps below for each entry:

a. Write out at least seven words of the sentence where your word appears, including the word underlined and the page number.

b. Before looking up a word’s definition, write down what you think the word means based on context clues and/or the root word.

c. Include the part of speech your word belongs to and write a brief definition in your own words.

d. Use it in your own sentence as the same part of speech you identified.

Vocab Entry Example:

a. “His mother was incinerated in the Dresden firestorm” (2).

b. The root “ciner” sounds like cinder and along with the term firestorm the word seems to have something to do with burning.

c. to destroy by burning (verb)

d. The old man was arrested by the EPA after he incinerated toxic trash in his back yard filling the neighborhood with dangerous carcinogens. 

Part B: Questioning

Please make 15 entries total that covers the scope of the reading.  For each entry:

·       Ask a question about style, plot, anything you want that is related to the book somehow.  If you need more guidance, consider the 5 different types of questions found on the back of this assignment.

·       Include the page number of the text where you thought of your question.

Question Entry Example:

1. p. 22: Is Vonnegut writing an autobiography or a fictional piece like I was told? 

Due: April 20                          Worth: 30 points

WORLD CONNECTION QUESTION:

Write a question connecting the text to the real world.

Example: If you were given only 24 hours to pack your most precious belongings in a back pack and to get ready to leave your home town, what might you pack? (After reading the first 30 pages of NIGHT).

CLOSE-ENDED QUESTION:

Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a "correct" answer.

Example: What happened to Hester Pyrnne's husband that she was left alone in Boston without family? (after the first 4 chapters of THE SCARLET LETTER). OPEN-ENDED QUESTION:

OPEN-ENDED QUESTION:

Write an insightful question about the text that will require proof and group discussion and "construction of logic" to discover or explore the answer to the question.

Example: Why did Gene hesitate to reveal the truth about the accident to Finny that first day in the infirmary? (after mid-point of A SEPARATE PEACE).

UNIVERSAL THEME/ CORE QUESTION:

Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading John Gardner's GRENDEL, can you pick out its existential elements?

LITERARY ANALYSIS QUESTION:

Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of view, characterization, poetic form, archetypal hero patterns, for example?

Example: In MAMA FLORA'S FAMILY, why is it important that the story is told through flashback? 

Slaughterhouse-Five Reading Schedule

Part I: 1-135, Quiz on Monday, April 13

Part II: 136-215, Quiz on Monday April 20

Henry V Test

The following is a list of the different parts of your Henry V  test on Thursday:

I. Short Answer: answer 4 out of 5

II. Iambic Pentameter: define and demonstrate you know what it is using appropriate symbols

III. Quote ID: answer 5 out of 6
            a. identify the speaker(s)
            b. summarize the meaning in your own words
            c. discuss the significance, placing the quote in context and answering why the quote was
                stated

Presentation Rubric

	5	4	3	2	1
Time Management
Entertainment Value
Visual Aid
Creativity
Body Language
Organization
Speaking Quality
Eye Contact
Fielding Questions

Thesis Presentation                                                                                        /50

Name: ___________________________     Date: _____________ original date scheduled?   Y/N 

Important March Due Dates

March 19th: Henry V In-class Test:
March 30th: Research Presentations Begin

Thesis Checklist

Senior Thesis Checklist

Formatting:

My research paper has been prepared using the following format standards: 

ü  Typed in 12-point font 

ü  Readable Font (Times New Roman or Arial for instance) 

ü  Double spaced 

ü  Black ink 

ü  One inch margins around 

ü  No extra spaces between paragraphs.

ü  Quotes longer than four lines are offset without quotation marks and the citation is properly formatted (period comes before the citation)

Header and Heading:

My research paper includes a title page or has the following information on the first page: 

ü  Header on top right corner (last name and page number) and is found on all pages including works cited

ü  Heading on the top left corner  

     My name 

     Professor name

     Course title

     Date

ü  Title centered (with no extra spaces between heading and first paragraph) that encapsulates the essence of my research

Internal Citing:

My research paper includes internal citations according to the following standards:

ü  The required number of secondary sources, cited parenthetically in the proper format: (Davis 16). 

ü  Credit is given each time that the information is used, even if it is paraphrased or summarized.

ü  When I use a source for the first time, I use a sentence frame that introduces the author/title.

ü  Each source listed on my works-cited page is cited at least once within my paper. 

ü  Most of my non-print sources are NOT web based, but come from the online databases that Multnomah County Library or OSLIS subscribes to.

Works Cited Page: 

ü  Entries are alphabetized according to the author’s last name.

ü  Entries are not numbered. 

ü  Entries should be double-spaced. 

ü  Entries should be formatted with a “hanging indent”.

ü  Entries are complete following MLA guidelines.

ü  Entries include the database.

Conventions (grammar and spelling):

ü  I have had ample opportunity to edit my paper, and it is virtually error free.

Portfolio:

I have included everything listed on the portfolio requirements and all parts are in the correct order.

Senior ThesisPortfolio Requirements

WOW Thesis Portfolio Requirements

The following is a list of items to be included with your final thesis—be environmentally friendly as possible but also pay attention to presentation.  The first five items must come first and in the order listed below:

1.    Rubric

2.    Personal Evaluation

3.    Title Page

4.    Thesis

5.    Works-Cited Page

6.    Thesis Drafts One and Two (include my typed comments)

7.    Annotated Bibliography

8.    Outline

9.    Any other pertinent part you want to throw in: table of contents, dedication, pictures, notecards.

Due Date: Thursday, March 5 at the beginning of class, so come in with your portfolio put together already by the time the tardy bell rings. 

Points Possible: 400

Language Quiz

Feb. 2-26 Formative Assessments

February 2-26

Formative Assessment Evaluation

Name:

Formative Assessment:  A means for students to learn content standards and practice skills that lead to summative assessment.  Examples of these are journal writing, note taking, skills worksheets, in-class activities, homework questions.

Here’s a list of assignments and activities during the month of February.  Check off which ones you completed and give me an indication of what grade you think you earned for those assignments by placing a number between 1 and 10, 10 being the highest (100%).  You should consider how much thought you put into the assignment and the quality of your answers.  Place this on the top of the assignments that you staple together and turn in to me.  Place a star by any assignment you want feedback on. 

Henry V
1.       Pre-Assessment
2.       Radio Lab Cornell Notes
3.       Background Activity
4.       Actively read the whole play and worked on the vocab/question journal
5.       Shakespeare Uncovered Cornell Notes
6.       Salic Law and Old English to Modern Cornell Notes
7.     Wrote a summary of the play
8.     Participated in Socratic Seminar
9.     Actively watched the film
Thesis
1.       Peer edited a paper
2.       Remained focused when working in the lab
Student Led Discussions
1.  Prepared by reading articles
2. Contributed during the discussion
3. Reflected on what you learned

Write an evaluation of your performance in this space: