Name ______Date ______Block ______
The end of ______quarter is quickly approaching— ______! By ______, you will need to complete the stories below for our end of unit informal and formal assessment. You are responsible for either reading these stories during class time and/or at home.
Unit 4 (Strange Goings On)—Theme = Tales Told in the Dark
By the end of this sub-unit, you will be required to answer the Thematic Question: What are the characteristics of a tale told in the dark? (refer to page 620 of The Language of Literature textbook) ***After each story read, you are required to write an explanation for why the story fit into the theme.
Stories/Poems/Play to cover:
--“The Hitchhiker” (page 654)
--“Mourning Grace” (page 665)
--“The Black Cat”
--“The Raven”
-- Poe Author Study—“The Tell-Tale Heart,” “The Black Cat,” & “The Raven”
Unit 4 (Strange Goings On)—Theme = Twists and Turns
By the end of this sub-unit, you will be required to answer the Thematic Question: What are the characteristics of a twist and turn story? (refer to page 548 of The Language of Literature textbook)
Stories/writing assignments to cover:
--“Rain, Rain, Go Away” (page 554)
--“The Dinner Party” (page 565)
--“A Running Brook of Horror” (page 574)
--“The Lady or the Tiger” (page 592)
Annual Author Study Project
Step 1: Choose two of Edgar Allan Poe’s works for your Author Study.
Step 2: In addition to using the classroom textbook as a resource, our school’s Media Center and the public library system should both have resources for Edgar Allan Poe’s works. Many author resources can be found on the web as well. So, exploit the technology at your finger tips.
Step 3: Write an extended constructed response about the literature you chose. Your paper should include short summaries of each piece of literature you read and analyses of the stories. How you choose to analyze the stories is up to you, but the analysis should tie the two stories together based on a common literary device, theme or writing style. Here is one way you could organize the paper.
Ø Paragraph 1: Introduction
o Author
o Titles
o Thesis on the Basis for Analysis
Ø Paragraph 2: Summary of Title #1
Ø Paragraph 3: Summary of Title #2
Ø Paragraph 4: Analysis of the TWO TITLES
Ø Paragraph 5: Conclusion based on Analysis
The paper is worth 120 points.
Name ______Date ______
You will be tested on the terms below on our formal assessment at the end of our unit. The terms you are responsible for knowing and being able to apply are:
Ø Elements of Fiction:
§ Author’s Purpose
§ Setting
§ Character/Characterization/Character Types
§ Elements of Plot
§ Points of View
§ Symbolism
§ Style (diction, syntax, figurative language, and tone. “It’s how they say it, not what they say.”)
§ Mood
§ Theme
§ 5 Conflict Types
§ Internal and External Conflict
§ Dynamic, static, flat, and round character types
**You should already have the notes for all of the fictional elements above (Cornell Notes). Please make sure you have these notes on page ______of your Reader’s Notebook before our next Reader’s Notebook check. If you do not have these notes, you are responsible for getting them from a classmate, getting them from The Language of Literature textbook, or getting them on-line from our classroom web page (Click on the Unit 4 project icon and click on the Elements of Fiction notes. Then, click on Short Story Elements notes).
In addition to being tested on the terms above, you will be tested on the stories you are required to read for Unit 4, and you will be tested on your ability to successfully apply/analyze how fictional elements apply to the chosen stories on your exam.
Unit 4 Informal Assessment
Directions: Choose at least three assignments from the menu below. These assignments are due on ______.
Write a book review: You are a literary critic… imagine what readers in the early 19th century would like and dislike about your chosen story from Unit 4. Illustrate the “back cover” of your review with art and display fonts. / Morals should state the idea that people should be careful of what they wish for, as they might get their wish (“The Third Wish” or “The Monkey’s Paw”). Argue that this moral is poor advice and it should be ignored. / Create a comic strip based on one or more of the stories from Unit 4.Create an editorial cartoon based on one or more of the stories from Unit 4. / STUDENT CHOICE.
Choose a project idea of your own that relates to Unit 4. / Create a collage (on posterboard) incorporating themes, metaphors, imagery, symbols, or characters in the selections from Unit 4 (Strange Goings On—Tales Told in the Dark or Twists and Turns).
Imagine that you have made a movie for a story from Unit 4. How would you advertise your film in movie houses? Draw a sketch of the scenes that you would include in a movie house “trailer” that promotes your film. Remember to choose the most exciting scenes. You will also need to write the narration for the trailer. / With a small group, create a radio play version of one of the stories from Unit 4. Highlight the dialogue and narrative sections of each story. Decide who will play each character and who will provide the sound effects. Then, perform the radio play for the class. / Working with a small group of classmates, create a performance of “The Raven” (preview the Simpsons version for some ideas). Choose background music that captures the mood of your interpretation, of the poem, and play it as background music.
*Students were also given another choice addition-- Create your own test based on one or more of the stories from Unit 4 (see page 1 of your packet). Follow the point values given to each category and make up a 100 point test and answer key. If it passes approval, you might even get to take your own test for a grade!
Unit 4—Strange Goings On
1. What kinds of horror characters frighten you the most—Frankenstein's monster, Count Dracula, werewolves, King Kong, Godzilla, or some other creature? Why? What do these dreadful creatures have in common?
2. Whole-class discussion of the various story endings.
3. What makes the story endings so unexpected? Consider the following questions:
a. Was the ending effective? Why or why not?
b. Which stories would you have ended differently? Why or why not?
c. Which endings did you like the most?
d. How do you feel about surprising or disturbing endings in general? Why? Explain.
Using the Marzano stem questions, write seven questions (one from each Marzano level) for each subtopic of our unit.
Subtopic #1 : Tales Told in the Dark—Marzano Stem Questions
1.
2.
3.
4.
5.
6.
7.
Subtopic#2: Twists and Turns—Marzano Stem Questions
1.
2.
3.
4.
5.
6.
7.
Student Time Sheet for End-of-Quarter Projects
Week One ______
By the end of the week, you are responsible for the following:
· Reading of all the stories for these two thematic units
o Refer to page one of your packet.
· Active Reading Worksheets for two stories from “Twists and Turns” unit
· Marzano Question Stem Quizzes
o You will write 7 questions on each thematic unit (total of 14 questions).
· Thematic Analysis on why each story fits into the assigned theme for “Tales Told in the Dark” stories.
Week Two ______
By the end of the week, you are responsible for the following:
· Students are responsible for completing 3 assignments from the Think-Tac-Toe menu (Unit 4 Informal Assessment).
o The first assignment will be due on ______. We will save some class time that day for presentations.
· Author Study (see handout)
Project Checklist
Finished / Assignment / Due / NotesRead LOL p 620 / Tales Told in the Dark unit information.
Read “The Hitchhiker” / LOL p 654 (not available online!)
Read “Mourning Grace” / LOL p 665
Read “The Raven” and “The Black Cat” / Handouts
Read LOL p 548 / Twists and Turns unit information
Read “The Lady or the Tiger?” / LOL p 592 Will be played during class on Wednesday
Read “Rain, Rain, Go Away”
AND
“The Dinner Party”
AND
“A Running Brook Of Horror” / LOL p 554
LOL p 565
LOL p 574 (not available online!)
Active Reading Worksheet / Must be based on a Twists and Turns story
Active Reading Worksheet / Must be based on a Twists and Turns story
Marzano Question Stems Quiz / Marzano stem questions for the quiz you will design based on the Tales Told in the Dark theme & Twists and Turns theme
Thematic Analysis of Unit / Class discussion after Marzano Question Stems Quiz.
Performance/partner project completed / Follow rubrics and examples given
Individual project (non-performance/no partner) project completed / Follow rubrics and examples given
Name: ______
Thematic Analysis Assignment
Theme—Tales Told in the Dark
Ø List characteristics (adjectives) of “tales told in the dark.” (Language of Literature p. 620). This should assist you with writing your thematic Analysis’ for the Tales Told in the Dark stories, and should assist you in writing Marzano stem questions for the quiz you will design based on the Tales Told in the Dark theme .
Ø Write a 5 sentence paragraph for each of the Tales Told in the Dark stories below (“The Hitchhiker,” “The Raven,” “The Mourning Grace,” and “The Black Cat”). Each paragraph MUST explain why each of the four stories below is a Tale Told in the Dark story. Consider the setting, mood, tone, characters, and plot to come up with your reasons. Use specific examples from the story.
*5 sentence paragraph*
“The Hitchhiker”
*5 sentence paragraph*
“The Raven”
*5 sentence paragraph*
“The Mourning Grace”
*5 sentence paragraph*
“The Black Cat”
Theme—Twists and Turns
List characteristics (adjectives) of stories with “twists and turns.” (Language of Literature p. 548) This should assist you in writing the Marzano stem questions for the quiz you will design based on the Twists and Turns theme .
Ø Choose two of the following Twists and Turns stories: “Rain, Rain, Go Away,” “The Dinner Party,” “A Running Brook of Horror”, or “The Lady or the Tiger.” Then, apply the active reading strategies to your two chosen stories.
Parent Information/Student Contract
Dear Parents/Guardians and Students,
For the next two weeks, students will be required to complete several projects. They are allowed to choose different products to demonstrate their mastery of the subject matter we’ve covered so far this year.
Students will be given an outline of due dates, but they will need to set their own pace and stay focused in order to complete these assignments on time. This format allows a great deal of freedom, but requires a great deal of responsibility on the part of the student.
Some of the project assignments will need to be typed. If your child does not have the use of technology at home, they are more than welcome to stay after school to use our school resources. Additionally, tutoring hours are offered after school for any assistance that may be required.
Please do not hesitate to contact me if you have any questions and/or any concerns. I can be reached at ______, or via email at______. An electronic copy of the handouts is available at:
Sincerely,
8th grade Language Arts Teacher
Parents/Guardians please sign and date below to indicate that you have received and read this along with your child.
Signature: ______Date ______
Students, please read the following, and sign to indicate that you are aware of and intend to follow class expectations for these projects.
I am aware of the assignments and due dates for this unit. I will stay focused on my work and I will not waste my valuable time. I will ask questions when I need assistance and I will stay after school if any assistance or if any technology resources are needed.
Signature: ______Date ______
Project: Writing a Radio Play or Performance
Radio Play Assignment: With a small group, create a radio play version of one of the stories from Unit 4. Highlight the dialogue and narrative sections of each story. Decide who will play each character and who will provide the sound effects. Then, record your radion play onto a CD-R or e-mail your recorded radio play to me at ______. You may choose to convert an existing section into a radio play, or you may create a brand new scene.
What you will turn in:
· A neatly written or typed script that incorporates dialogue, stage directions, and sound effects. You will need to highlight each of these elements in a different color.
· You will record your radion play onto a CD-R or e-mail your recorded radio play to me at ______. It should be at least 2 minutes long, but no longer than 4 minutes.
See rubric for further details.
Review “The Hitchhiker” in your textbook (page 655) for an example of how a radio play should look when written. You may listen to portions of the CD after school if needed.
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Performance Assignment: With a small group, create a scene based on one of the stories/poems we’ve read. Write a scene and record it onto a CD-R or e-mail your performance to me at ______.