My Gods’ Man Assignment:
A1 - Feelings (Nothing
More Than Feelings): Choose four pictures from the novel that are different
from one another. How do you think the main character feels in each of these pictures?
Write out a list of feelings and emotions for each photo. Then by taking
magazine and newspaper words and pictures, make a collage for each picture to
represent how the main character feels. Show us how you think he feels.
A2 – This assignment
will be for students in high school so they are already in the formal
operational stage of development. Here they start to see the consequences of
actions. They start to make connections between these actions and the effects
they have on others. In having the students focus on the feelings of the hero,
based on the events of the novel, enables them to dig deeper into how he is
affected, perhaps even bringing about empathy in the student. This assignment
completes all four aspects of the depth of knowledge model: recall, summarizing,
strategic thinking and analysing. It
also fills the CCSS.ELA-Literacy.W.11-12.3b - Use
narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
B1 – The final products
of this assignment will be taking four frames of “blank verse” and feeling it
up with pictures and words that represent how they think our hero feels in that
moment. The four colleges will show the hero’s range of emotions (or lack
thereof) on his journey.
B2 – Each frame will be
graded on a four point scale for a total of sixteen points, worth 10% of the student’s
grade. Each point is awarded as they meet each requirement:
·
Analysis: Student has done an in depth
study of the pictures they chose, drawing on connections they made throughout
the text.
·
Narration: Student tells a story through
the pictures that makes sense in relation to the text, even with their own
flourishes.
·
Expression: Student clearly understands
the characters emotions and journey, using at least ten pictures or words for
each frame to represent the emotion(s).
·
Creativity: Student’s work is clean,
organized and creative. It is clear a good amount of time was spent on putting
it together.
C1 – I will make the
instructions very clear and not too wordy. I will so examples in the classroom
so they can see first-hand what I expect. I will let the students know that they
can come to me with any questions regarding understanding the assignment. We
will do an example in the classroom of choosing a picture and brainstorming the
feelings and emotions in it.
C2 – The scaffolding will
be as follows:
In class:
·
Individual brainstorming.
·
Group brainstorming.
·
Free-writing (honing in on final list).
·
Conference with teacher on ideas.
Out of class:
·
Free-writing (final list making).
·
Information gathering (searching through
periodicals for pictures and words).
· Creating final piece.
D1 - The student will have to first study the picture, writing down how they think
the character is feeling. Then they will compare those feelings to the text as
a whole to find connections. Through the words they choose to represent, they
will have to find pictures that represent them, showing their own connections
to the piece.
D2
– By first brainstorming alone, they will have some idea to share with a group.
When they share their ideas with the group, they will gain a more vivid picture
of their project as they start to see the correlations.
E
– I already feel like there is not enough writing in this assignment so I could
be posing a challenge in grading these artistic interpretations of the text.
But perhaps, that’s what makes this assignment so great-that the students can
move around out of the confines of words. The assignment starts with the words
but the picture will represent what the word means to them.
Picture Link:
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