Poetry Project: Due April 26th (B Day) Poem in Your Pocket Day!
Name ________________________________________ Date ___________________ Per _____
Task:
You need to create one of the following creative evaluations
1. Photo Essay:
Create a photo essay with a single theme. Your photo essay should focus on beauty of poetry in some shape or form. You may enhance your photos by using Photoshop to establish the exact theme that you want. Then you must either find a poem or write a poem that would be parallel to your photo. If you have a poem by someone else you must have a works cited. You need to have at least ten photos and a poem to match each one. All of the photographs must be your own.
Your final presentation should either be a bound book with the photo and poem or movie that has you reading the poems over the photo.
2. Poetry Mobile:
Create a mobile that illustrates themes in poetry, rhetoric in poetry, a tribute to an author, theme, or style. You must have at least 20 pieces to the mobile.
3. Poetry Statue:
Create a statue that is made up of poetry or poetry terms. All pieces must fit together in some form. This must be a piece of art and the poems should fit together, this is not a cut and paste project. The poems must fit the statue.
4. Calendar Poem: Write a slow motion poem on a calendar page to emphasize the point. The grid of dates calls attention to the passing days and slows down the reading of the poem. You must have all tweleve months.
5. Inkblot poems:
Create an a series of 5 inkblots. Then write poems on the papers that are inspired from the inkblots.
6. Poetry Comics:
Illustrate a poem by making it in to a comic. The comic must at least 20 boxes, in color on A3 paper and in color.
7. Found Art Made into Poetry:
Take an object and turn it into a poem. For example, decorate a lamp with poems about light. You must have at least twenty poems and they need to fit onto the item neatly.
8. You as a poem:
Turn yourself into a poem. With face paint write poetry on yourself with a theme. Bring to school or take pictures. This must be appropriate and have at least 15 poems.
9. Food is Poetry:
Create a cake, or something eatable that has a poem on it or that is in poem fashion.
10. Recycled Poetry:
Create a poem only out of recycled materials.
11. Game Poetry:
Create a game that has a poetry theme or about poetry.
12. Word Calculator:
You need to see me on how to do this.
13. Movie:
Illustrate a poem like the examples below:
14. Create a poetry slam:
You will organize a poetry slam in class. You must prepare to recite poems and encourage others to as well.
15. Poetry if Fashion:
Create an outfit that has poetry written all over it. You must wear it all day…
Test on Crucible and Colonial Literature: October 4th.
Crucible Monologue
Task: Track the development of one of the Characters through out the play and write a 2-3 minute monologue (This should be about 1-2 pages double spaced). You need to give the audience a monologue that would enhance the play by giving the audience a better understanding of the character. You will need to be a good reader and also inference.
Some questions to think about:
ü You need to think about why this person confessed?
ü What were his or her charges?
ü Why and what he or she accused?
ü And what they really wanted?
ü What are the details about his or
ü her family, home, and role in the village?
ü What was his or her outcome?
ü What were his or her thoughts and reflections on the final outcome?
Other Requirements: You must know your monologue very well and be dressed as best as you can to represent your character.
You will upload your paper to turnit.com by 8AM on September 29th.
You will present your monologue as the character during class on September 29th.
Extra Credit: Bring in a Puritan dish to share with the class on September 29th.
Name ________________________________________ Date ___________________ Per _____
Colonial Project
Due ________________________
Group Work
Like the real world, you will be randomly assigned who will be in the group you work with. There are five groups representing each of the following groups of colonial Americans: Religious Settlers, Women, Native Americans, and Slaves. This project is worth 150 points and the grade breakdown is listed below.
Selections 20
On the reverse side of this sheet is a list of what each group is required to read (some may be found in your textbook; most require research). Additionally, you should find at least two other documents that are relevant to your topic. You will choose two pages (a front and a back) of text that you think is appropriate to share with the class. You should choose a text that you feel best represents the colonial Americans you are examining. IF you pick only an excerpt make sure that it fits what you are doing the best.
Annotated Text 30
Each student must annotate all of the texts, as explained in class. Your annotations are due with your paper. Annotating will help you better understand the literature.
Paper 60
Your group will compose a paper tracing the historical development of your assigned colonial group—prior to American independence—through literature. The paper is to be six pages in length and should adhere to the following format:
Page 1: Historical Analysis: Analyze what happened to this group of people prior to approximately 1770.
Page 2: Key Quotes. List 3 key quotes from each of your readings. Number each quote.
Page 3: Explanation of Quotes. Explain each of the key quotes. Numbers must correspond with key quotes. Your explanation will be in list form, not narrative/paragraph form.
Page 4: Literary Analysis. Write an analysis of the specific literature mentioned here for your group: This should focus on one main idea of the text and be about 1-2 pages.
a. Religious Settlers: “Sinners in the Hands of an Angry God”
b. Women: Mary Rowlandson,
“The Narrative of the Captivity and the Restoration
of Mrs. Mary Rowlandson” http://www.library.csi.cuny.edu/dept/history/lavender/rownarr.html
c. Native Americans: Speeches by Native Americans
d. Slaves: The Interesting Narrative of the Life of Olaudah Equiano Middle Passage
Page 5: Analysis Continued. Your analysis should be two double-spaced pages. Analysis should include discussion on the literature of the group (at least three outside texts) and what you know about the colonial group based on their literature. At least 3 specific references to text are expected.
Page 6: Works Cited. Write an MLA formatted Works Cited Page.
Presentation 40
You will be offering a 10 to 12-minute presentation on your assigned colonial group. Include all of the elements mentioned above. Be aware that you are the teacher of this group of people for your class. What should the class know? Remember that your group will assign some reading, but not as much as you will have read. Teach your colonial group well. You will be assessed on your delivery, content, organization and interaction with the class for ten points each. Your presentation must remain in the timeframe outlined or your group will lose points.
The format for your presentation is up to you. Be creative, be informative, be interesting. The presentation format is not directly graded; however, the format used may directly impact other categories on the rubric.
Due Date
EVERYTHING is due on September 8th. Someone in your group needs to submit the paper to Turnitin.com by 8 AM on the due date. Do not forget to bring enough copies of your handout so that each student and your teacher all get a paper. You only need to hand in one project paper (the six pager) per group.
MLA Format
If you are not thoroughly familiar with MLA, there is no time like the present to acclimate yourself. Writers INC and many websites (including SIS’s website and www.citationmachine.net) offer valuable assistance on learning how to appropriately list sources using the MLA format.
The Colonial Groups:
The starred texts are texts you must use. The other texts suggestions in finding your three other texts.
Religious settlers
Readings
*Jonathan Edwards’s “Sinners in the Hands of an Angry God”
Bridget Bishop’s trial documents
William Bradford’s Of Plymouth Plantation - chapter 9
Edward Taylor’s poems “Upon a Spider Catching a Fly”, “Meditation 8”, and “Huswifery”
Cotton Mather’s “The Education of Children”
Guidance
There are really three main periods to consider: Escape from persecution, Salem Witch Trials and the Great Awakening. Make certain that all come through in your selections, paper and presentation.
Women
Readings
*Mary Rowlandson’s Narrative of Her Captivity
Anne Bradstreet’s poems “Contemplations”, “To My Dear and Loving Husband” and “The Author to Her Book”
Journal of Sarah Kemble Knight (section 15-44)
Guidance
You only have three authors listed, but Mary Rowlandson’s narrative will take you a while to read. The rewards are great though as this document has become the preeminent document of study in colonial American literature. Examine how the work relates to all of the other groupings for this project as well.
Native Americans
Readings
*Native American Speeches handouts
Creation tales (
The World on the Turtle’s Back”
“There are many tales and tribes to choose from and you will need variety.
Guidance
The people you are examining go well west of the colonies. Consider the following questions. What is a vision quest? What is a trickster? How do the creation stories of Native Americans differ from each other, from the Christian beliefs of the settlers, and from theories of evolution?
Slavery & Servitude
Readings
*The Interesting Narrative of the Life of Olaudoh Equiano (Just the Middle Passage) (B)
Laws Pertaining to Slaves and Servants
Indentured servitude
Description of African Slavery” by Francis Moore
Guidance
Research slave songs and examine why the oral tradition is so strong in African American culture, as well as why there is so little written record from African-Americans of colonial America.
Oral Presentation Rubric
_____ Ideas and Content (15 points)
- Information maintains a clear focus; content is appropriately specific and detailed.
- Main concept is thoroughly developed and presentation achieves purpose.
- The presentation is educational, relevant, and engaging for the audience.
_____ Organization/Presentation (15 points)
- Points of information are arranged in a logical order
- Transitions between presenters are smoothly executed. (Each member makes a worthwhile contribution to the presentation.)
- Good use of visual aids and handouts; visual aids are easy to read.
_____ Voice/Interaction with the class (Delivery) (10 points)
- Presenters enunciate clearly, speak at an acceptable pace, with sufficient volume.
- Presenters speak to the audience and make eye contact; body language is relaxed and confident.
_____ Total (40 points)
______ Selections (20 points) _______ Dialoged Text (30)
Colonial Project Paper
______ Historical Summary (10 points)
______ Key Quotes (10 points) ______ Explanation of Quotes (10 points)
______ Analysis of Specific Literature (20 points)
______ Works Cited (10 points)
______ Total (60 points)
Colonial Project Sources
*Jonathan Edwards’s “Sinners in the Hands of an Angry God” | Book |
Bridget Bishop’s trial documents (1st 2 parts) | http://etext.virginia.edu/etcbin/ot2www-salemname?specfile=/texts/english/salem/public/ salem.o2w&act=text&offset=1001011&textreg=div2&query=bisbri |
William Bradford’s Of Plymouth Plantation - chapter 9 | Book |
Edward Taylor’s poems “Upon a Spider Catching a Fly | http://spider.georgetowncollege.edu/english/coke/taylor5.htm |
“Meditation 8 | http://www.puritansermons.com/poetry/taylor1.htm, |
Huswifery | http://rpo.library.utoronto.ca/poem/3108.html |
Cotton Mather’s “The Education of Children | http://www.spurgeon.org/~phil//mather/edkids.htm |
John Smith’s “Description of the Starving Time” and Pathway to Experience to Erect a Plantation chapter 5 | http://www.winthropsociety.org/doc_adverts.php |
Richard Hakluyt’s Discourse of Western Planting Table of Contents | http://www.let.rug.nl/usa/D/1501-1600/hakluyt/plant.htm |
Instructions for the Virginia Colony | |
William Byrd II’s “The History of the Dividing Line betwixt Virginia and North Carolina | http://docsouth.unc.edu/nc/byrd/byrd.html |
Mary Rowlandson’s Narrative of Her Captivity | Handout |
Anne Bradstreet’s poems “Contemplations | http://www.4literature.net/Anne_Bradstreet/Contemplations/ |
To My Dear and Loving Husband | Book |
The Author to Her Book | http://rpo.library.utoronto.ca/poem/208.html |
Journal of Sarah Kemble Knight (section 15-44) | http://www.mith2.umd.edu/eada/html/display.php?docs=knight_journal.xml&action=show |
All Native American tales | Book |
Interesting Narrative of the Life of Olaudoh Equiano (Just the Middle Passage) | Book |
Laws Pertaining to Slaves and Servants | http://www.virtualjamestown.org/laws.html |
Indentured servitude | http://mdk12.org/instruction/curriculum/social_studies/form.pdf |
“Description of African Slavery” by Francis Moore | http://www.wadsworth.com/history_d/templates/student_resources /0030724791_ayers/sources/ch04/4.1.moore.html |
