Parody Assignment

Team members: (3-4)

Team must sign up for one chapter that you will parody. That sign-up sheet is on the stage. If a team does not choose chapters, a chapter will be assigned to your team.

Date and chapters

Chapters / Presentation date

Assignment:

Create a Dr. Seuss-style book to parody one chapters of The Scarlet Letter

Monitor will complete the Collaboration Work Skills Evaluation for each member of the team and submit on the day of presentation.

Each team member will present a self-evaluation form on the day of presentation.

The instructors will score using the Parody Presentation Rubric. Grades will be determined using all three rubrics.

Not submitting a required rubric on the presentation date will result in a lower score for individual students.

Team member job description – person responsible

Writer(s)
Composes Seuss-style text based on a specific Seuss book.
Text must maintain integrity to the original work. Length may be
Modified if text is too long or too short for purpose of book / Name(s) this may include more than one person
Crafter and/or artist
This person creates the book format using method of choice. The person is responsible for art work, construction, color and general formatting / Name
Editor
This person should be good at proofreading. The task of the editor is to take the original story and compare the parody. Most important is how well the parody parallels the original. Obviously, the editor will pay attention to conventions as well as assignment specifications. / Name
Reader(s)
The reader is an integral part of the assignment because (s)he sells the parody. The reader will be responsible for presenting a portion of the original to provide context. The reader will then present using the best practices of oral interpretation to present the parody. The parody should be in a book format, but the presentation should reflect the group’s effort.
Caution: if you decide to use more than one reader, be sure to practice or have a script ready. The presentation should appear rehearsed and fluid. Reads must dress in appropriate speech presentation attire. / Name(s)
Monitor and Evaluator
The monitor will sign up, set deadlines and follow progress to be sure the assignment is ready for presentation. The monitor will also submit an evaluation form for the group’s work. / Name
Individual
Each member is responsible for his or her own self-evaluation form. This must be completed and submitted on the day of parody presentation.

Parody Presentation(instructor evaluation form)The Scarlet Letter – Seuss-style

Names______

______

Chapters

Category / 4 / 3 / 2 / 1
Integrity to assigned chapters / Details remained true to the original work by Hawthorne and capsulated the content of assigned chapters / Details paralleled the original chapters, but missed one essential detail / Details somewhat reflected the original work, but it lacked multiple essential elements / At best the details reflected a Spark Note version of the text. Lacked depth and understanding of Hawthorne’s work
Voice-Pacing / Rhythm, voice and punctuation fits the story line and helps the audience really get into the story / Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience / Tries to use rhythm, voice and punctuation, but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged / No attempt to match the pace of the story telling to the story line or the audience.
Images / Images create a distinct atmosphere or tone that matches the intent of the story. Images may communicate symbolism and/or metaphors / Images create an atmosphere or tone that matches some of the story. Images may communicate symbolism and/or metaphor / An attempt was made to use images to create an atmosphere/tone but it needed more work.
Image choice was logical / Little or not attempt to use images to create an appropriate atmosphere/tone
Purpose / Establishes a purpose early on and maintains the focus throughout / Establishes a purpose early on and maintains a focus for most of the presentation / There are a few lapses in focus, but the purpose is fairly clear. / It is difficult to figure out the purpose of the presentation
Audience awareness / Strong awareness of audience in design and presentation of the book. Voice and graphics chosen fit the target audience / Some awareness of audience in design. Some graphics and/or vocabulary was lost on audience / Students chose graphics and vocabulary that was confusing to the audience. Demonstrated little awareness of audience / Limited awareness of the needs and interest of audience
Poise / Appeared professionally dressed, well-rehearsed and/or confident demeanor / Student attire was adequate, generally prepared and/or positive demeanor / Student attire, needed more rehearsal and/or uneasy demeanor / Attire reflected negatively on the presentation, demonstrated minimal preparation and/or uncertain demeanor

Total Points for presentation______/24

Collaborative Work Skills: Scarlet Letter – Seuss Style (to be completed and submitted by monitor)

Name______(one per group member-include monitor)

Monitor: Rate each member of your team using the rubric below. Just put an X through the box that best describes the team member performance. Total the number of points earned and write at the bottom of the page along with your signature.

CATEGORY / 4 / 3 / 2 / 1
Contributions / Routinely provided useful ideas throughout the process. Participated fully demonstrated a lot of effort-positive leader / Often provided useful ideas was a strong member who tried hard / Sometimes provided ideas. A satisfactory member who did what was required / Rarely provided input and/or useful ideas. Did not(attendance or otherwise) or may have refused to participate in the process
Quality of work / Provided the highest quality of work / Provided quality work / Provided work that needed to be checked/redone by other group member to insure quality / Provided work that needed to be redone or did not submit work leaving the work to other group members
Group effectiveness / Consistently made suggestions and volunteered to make the project more effective / Occasionally made suggestions and volunteered to make the project more effective / Completed what was required by group to present an effective project but did not volunteer or make additional suggestions / Did not volunteer nor make suggestions. Did not work on project to make it more effective
Focus on task / Self-directed. Consistently stayed on task and did what needed to be done / Other members could count on this person. Did what needed to be done most of the time / Other group members must sometimes nag, prod, and remind the person to complete task / Lets others do the work. Rarely focused on task and what needed to be done
Working with others / Almost always listens to others, shares and supports efforts. Tries to keep people working well together / Usually listens to, shares with and supports others. Does not cause waves in the group / Often listens to, shares with, and supports the efforts of others. Sometimes not a good team member / Rarely listens to, shares with and supports the efforts of others. Often not a good team member

Monitor name______

Total Points earned by student______/20

Self-evaluation of Group Participation: Scarlet Letter-Seuss-style

(each person must complete the following rubric for him(her)self and submit on assigned presentation date.)

Rate yourself using the rubric below. Just put an X through the box that best describes team member performance. Total the number of points earned. Write the points at the bottom of the page along with your signature.

CATEGORY / 5 / 3 / 1
Discussion / I fully participated in discussion. I listened to others and paid attention to their ideas and was present for all group meetings / I generally participated in discussion. I sometimes got side tracked or was present for most group meetings / I did not participate in the
discussion.I was frequently
not present for meetings
Prepared / I was always on time for my group work and I had all the supplies needed. / I was on time for my group work and I had most of the supplies needed / I was late or not present for group work or I had to leave the room during that time.
Behavior / I remained in my group and participated in its activities. I completed all work required of me and it was on time and done well. I always treated my group members with respect. / I occasionally was out of my group or off task. I completed most of the work required of me on time. I treaded my teammates with respect. / I was usually bored with the group activity. Most work was completed by other members of the group.

Total points ______

Name______

Fourth PERIOD Parody signup sheet (3-4 members per group required)

Chapters / Presentation Date / Group / Member / Member / Member / Member
1-2 / 10/18 / 1
3-4 / 10/18 / 2
5-6 / 10/18 / 3
7-8 / 10/20 / 4
9-10 / 10/20 / 5
11-12 / 10/20 / 6
13-14 / 10/25 / 7
15-16 / 10/25 / 8
17-18 / 10/25 / 9
19-20 / 10/28 / 10
21-22 / 10/28 / 11
22-23 / 10/28 / 12

Fourth Period Parody signup sheet (5-6members per group required)

Chapters / Presentation Date / Group / Member / Member / Member / Member / Member / Member
1-2 / 1
3-4 / 2
5-6 / 3
7-8 / 4
9-10 / 5
11-12 / 6
13-14 / 7
15-16 / 8
17-18 / 9
19-20 / 10
21-22 / 11
22-23 / 12