Creating a Theme Song for Fahrenheit 451

This will be worth 100 points and is due:

Congratulations! You have just become a music director for the movie version of Fahrenheit 451. Your job is to propose a theme song to use in the film and to create an old-fashioned record coverproving the connections to the novel.

Here comes the challenge:

  1. Find a song (school appropriate!) that would provide the listener insight into the mindset and actions of your selected character or a theme of the novel.
  1. Once you have selected the songthat relates to your character or theme, print out a copy of the lyrics. Next, annotate, line by line, examples of the connections to the character or theme. The annotated lyrics should be attached to the back of your record cover.
  1. Then, create an “old school” record cover with original art that relates to the song and character/theme. Be sure to write the title and artist of the song along with the book title and author on your record cover. You can illustrate the cover by hand or go to my blog and download an electronic version that can be illustrated using clip art, etc.
  1. Lastly, in a professional and eloquent presentation, convince the producers (the rest of the class) that this is the appropriate soundtrack that should be purchased for the film. You should display your record cover and annotated lyrics during your presentation. Remember: This is a sales pitch. Be convincing! The presentation should be no more than 2 minutes long, andmay also include playing the song for the entertainment of the class. For extra credit, be dressed up – this is a business, you know.

Note: I do not want you to have to spend money downloadingsongs!

Rubric for Fahrenheit 451 Song Lyric Activity

5 / 4 / 3 / 2 / 1
Song Lyrics
CONNECTIONS to the novel are annotated on the lyrics and discussed in the presentation. / song choice reflects insight into the character or plot
consistent with the tone and mood of the novel
demonstrates an in-depth analysis
makes insightful connections between information and ideas in the novel and lyrics / song choice reflects some insight into the character or plot
consistent with the tone and mood of the novel
conveys a thorough understanding of the text
makes valid, clear connections between information and ideas in novel and lyrics / song choice reflects a literal interpretation of the character or plot
conveys a basic understanding of the text
consistent with the tone and mood of the novel
clearly states connections between information and ideas in the novel and lyrics / song conveys a vague or inaccurate understanding of the character or plot
may not be consistent with the tone and mood of the novel
makes few or shallow connections between information and ideas in the novel and lyrics / provides little to no textual evidence
makes no connection between information and ideas in the novel and lyrics
CREATIVITY / demonstrates exceptional originality
piece goes over and beyond expectations and stands out from the rest
neat and professional looking! / demonstrates originality
neat and professional in quality / demonstrates some originality
Obvious attempt at neatness / demonstrates little originality
quality of project (neatness) is lacking / demonstrates no originality
quality of project (neatness) is lacking
RECORD COVER / follows directions precisely
cover and song are original, creative, neat, and all words are spelled correctly
consistent with the tone and mood of the novel / cover and song are original, creative, and neat, but may include minor spelling/grammar errors
consistent with the tone and mood of the novel / cover is neat, but not original or creative, and/or maycontain spelling/grammar errors
consistent with the tone and mood of the novel / cover is not neat, not creative, and/or contains spelling/grammar errors
may not be consistent with the tone and mood of the novel / directions are not followed
CONTENT
KNOWLEDGE / Presentation lasts close to 2 minutes
demonstrates full knowledge by answering all questions with explanations and elaboration / Presentation lasts close to 2 minutes
is at ease with questions and answers all questions correctly, but fails to elaborate / Presentation lasts at least 1 ½ minutes
is at ease with questions, but answers some questions incorrectly / Presentation is 1 minute or less
Is uncomfortable with information and is able to answer only basic questions. / Presentation is 1 minute or less.
does not have grasp of information; student cannot answer questions about subject
Presentation Skills
Eye Contact and Elocution / maintains eye contact with audience, seldom returning to notes
uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation
avoids slang
Avoids speaking too quickly / maintains eye contact most of the time but frequently returns to notes
uses a clear voice
pronounces most words correctly
most audience members can hear presentation
avoids slang
May speak a little too quickly / occasional eye contact, but still reads most of presented materials
uses a low voice
pronounces most words correctly
audience members have difficulty hearing presentation
says “like,” “you know,” “or whatever,” etc., but only a bit
May speak quickly / rare eye contact, but still reads most of presented materials
uses a low voice
pronounces terms incorrectly
members have difficulty hearing presentation
says “like,” “you know,” “or whatever,” etc., too often
May speak too quickly / reads all presented materials with no eye contact.
mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear
says “like,” “you know,” “or whatever,” etc., to distraction
May speak too quickly