Project 1( Due 5/18): Respond to the different endings of My Fair Lady and discuss how the ending challenges or conforms to the social norms of the time
Objectives: Students will be able to evaluate the power of the musical My Fair Lady‘s ending by examining three different productions of the play and how each ending challenges or conforms to the social norms of the time.
Resource:
- New York Times Theater Review
- New Yorker Theater Review
- Video on “ how to write an editorial” by NYTimes( https://www.nytimes.com/video/opinion/100000002691088/how-to-write-an-editorial.html)
- Tips on how to write an editorial ( https://www.nytimes.com/2017/08/25/opinion/tips-for-aspiring-op-ed-writers.html)
CCS
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Do Now: What’s your reaction to the ending of the musical? Turn and talk.
Mini Lesson:
Does/should art reflect social norms or political issues? If so, in what ways the ending of the musical challenges or conforms to the current social norms?
What are the social norms or paradigms existing in America in the areas of gender and class equality?
Describe the ending of the musical we watched on May 2. Find specific details such as the word Eliza or Higgins says to each other or to themselves in the end, body language, facial expressions, tone of voice, decision, what the characters wear, lighting, music and staging etc. What kind of tone do the details convey? What overall message does the tone reveal?
Student Independent Practice:
Your task: You will do online research and find the ending of the play from three different productions based on Shaw’s Pygmalion. The production can be a play, musical or movie . Here are some suggestions: Shaw’s production of Pygmalion in 1913 ,My Fair Lady Musical on Broadway in 1956 or movie version in 1964, and the most recent revival. Describe the ending of each production and do research of the time when the play was produced: what were the social norms Analyze how the ending challenges or conforms to the social norms abut gender and class.
Your writing can be in the form of an editorial or a theater review. Your audience will be anyone who may consider seeing the musical. The purpose of the writing is to examine the connections between art and politics , art and reality, etc. Be sure to cite your sources.
You writing needs to reflect the following:
- Respond to the ending of the musical
- Discuss whether the ending challenges or reverberates a social norm
- Use two past productions of the same play ( 1913 play or 1964 film) as context or supporting evidence for your editorial or theater review
An editorial is an argumentative writing. You need to state your opinion ( assertion) about the ending of the musical and back it up with the audience’s reactions , how the play ended in the past productions and the effects, etc. You will use the evidence from the past productions to contextualize your argument.
A theater review is more like an analysis but in this case a very focused one. I only need you to analyse the ending of the musical and how it challenges or reverberates a social norm in our society. You will use the research of the past production as supporting evidence of your claims.
Homework Assignment: Complete the written piece and share with me via google doc and an attachment.
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Project 2: Frankenstein Group Project (previously assigned) Due May 28
Objectives: Students will be able to illustrate and evaluate a thematic statement about Frankenstein by selecting appropriate evidence from the novel and presenting their finding in a group project.
CCS
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- What’s the abstract concept(s) in the prompt?
- How will you interpret it? What does it mean to you?
- What is the concrete part?
- Will direct quotations alone illustrate the concept? How else can you cite evidence to support your claims?
- What visuals can you use to illustrate the concept or your interpretation?
- You will use visuals and evidence from the novel to evaluate the theme.
- How does the theme connect to today’s society?
- You will use power point to present your response.
For each of the following topic areas, there is an essay question and a series of questions related to the essay topic. In order to prepare for each day’s discussion, please respond to the journal questions in your notebook. You will want to have honed in on one essay topic as a result of preparing your journal entry and after taking discussion notes in your journal on the class discussion.
To illustrate the theme, you need to-
- Use textual evidence to show the theme exists in the novel. You also need to describe and analyze how the textual evidence connects to your them.
- You will need to use visuals to make abstract concepts understandable.
To evaluate whether the theme is valid or not, you may need to tap into historical events or current events and use them to support your position. You will also need to use visuals for this part of the project.
When the group submit the project, each group member needs to submit a personal reflection on the project in order to receive credits:
- Describe what you have contributed to the group project
- Your reflection on the project itself: how does literary work often prompt us to think about the society or world we live in? How have you gained deeper understanding of one of the universal issues addressed in the novel?
___________________________________________________
A Setting:
A. Many plays and novels use contrasting settings (for example, two countries, two cities or towns, two houses, or the land and the sea) to represent opposing forces or ideas that are central to the meaning of the work. Write an essay explaining how the settings differ, what each setting represents, and how their contrast contributes to the meaning of the work.
Journal Questions
- Find passages that describe each significant setting in the novel.
- Examine how the setting descriptions contribute to the following areas:
- Tone and/or mood
- Fulfillment of romantic notion of nature/natural settings
- Overall effect of the work
- Trace how the increasingly isolated settings contribute to an understanding of characterization.
Narrative POV/Structure:
B. Essay question
B. Many novels use multiple voices to highlight the effect of narrative point of view. Write an essay exploring how the narrative structure and differing points of view contribute to the effect of Frankenstein as a whole.
Journal Questions
- Identify the 3 narrators and the similarities and differences in their goals and perspectives. Might consider the following areas: isolation, ambition, view on power, acquisition of knowledge, exploration, exemplification of Romantic ideals.
- Why does Shelley use three narrators? What is the effect of having the differing view points? How are their stories the same/how are they different?
- Isolate key passages that illuminate the questions above.
- How does the framed story device amplify the situation of each man/creature?
C. Portrayal of Women:
C. Essay question: Female characters often encounter issues and difficulties vastly different than their male counterparts. Examine how Shelley uses the female characters in Frankenstein.
Journal Questions
- How do the female characters reflect Shelley’s own biographical situation?
- What are the similarities and differences between Frankenstein’s mother, Justine Moritz, and Elizabeth? What function does each character serve? How important are these women in the overall structure of the work? Are they credited with their own existence or are they used in service of other facets of the story?
- Why does Shelley depict these women as essentially powerless?
- How is Victor’s encroachment on the uniquely feminine power of creation significant?
- Why does the monster want a wife? Is this similar to the role the other women play in the lives of their mates?
- Find key passages that illuminate and support the questions above.
D. Identity:
D. Authors throughout the ages have questioned what creates individual identity. Some theorize that identity is innate others that society creates our identity. Exploring the significant characters in Frankenstein, consider the factors that contribute to their identity. How does this portrayal affect the meaning of the work as a whole?
Journal Questions
- How does Shelley portray the role of fate in the lives of characters? How much are they in control of their own destiny? How does this contribute to their identity?
- To what degree are the characters portrayed as innately good or innately evil? How does this contribute to their identity?
- What role do reading and education play in the formation of character/identity? Trace through multiple characters. How are they educated? What are the ramifications of self education vs. formal schooling? How does this relate to the idea of character/identity?
- What role does society play in the formation of identity? What about isolation?
- How does a character’s appearance affect their identity?
- Find key passages that relate to the above questions.
E. Power:
One of the strongest human drives seems to be a desire for power. Write an essay in which you discuss how a character or characters in Frankenstein free themselves from the power of others or seek to gain power over others. Be sure to demonstrate in your essay how the author uses this power struggle to enhance the meaning of the work.
- Why is Walton exploring the arctic? What is his internal motivation?
- What drives Frankenstein to scientific exploration? What motivates him?
- How does the monster assert his power over Victor? What motivates him?
- Consider the difference between intellectual and physical power and the power in destruction and the power in creation.
- Find key passages that relate to the above questions.
F. Progress:
Ralph Waldo Emerson in his essay “Self Reliance” wrote “society never advances. It recedes as fast on one side as it gains on the other.” Using Frankenstein for support, write a well organized essay in which you examine the role of progress and how Shelley uses this concept to enhance the meaning of the work as a whole.
- What is Shelley’s position on progress? What are the ethical questions raised by the pursuit of progress? What are the unintended consequences of progress?
- What does Shelley show happening when we violate the natural order?
- Find key passages that relate to the above questions.
Project presentation Thursday 5/24/2018.
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Project 3: Zeitgeist Project (Due June 6-8/2018)
Objectives: Students will be to create a Capstone project to illustrate how a social or political issue they have identified in today’s society has been portrayed and evolved in many literary works throughout times.
- ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. - ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. - ELA-LITERACY.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research. - ELA-LITERACY.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. - ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Differentiation: Students have the choice of picking their own topic and literary works for the project; they will also determine with who they would like to work; they will work at their own pace with the clear understanding of two deadlines to present their project; individual conferences are provided to check on understanding and the progress of the project.
Motivational Activity: By examining today’s political and social landscape, what issue stands out the most to you? Why?
Lesson Activities:
Description of the Capstone Project
For this project, students will identify an issue that has been reoccurring in our society or the world such as women’s rights, racism, gun violence, war between nations, class war, culture, education, poverty, immigration, power struggle, and social mobility etc.
You will read current events articles to determine which social or political issue you are interested in exploring. Describe why it matters to you. You consider asking a few research questions to explore the issue. You will then do research to find evidence on how the issue has been represented in literature (fictional and nonfiction), films, music, commercials, ads and photographs throughout history and it has evolved in the past decades or centuries.
For your research project, you will examine only one social issue. Through its representations by different mediums (different genres of fictional work, art work or films) in history, you will analyze how the issue has /has not evolved in American society or the world, from which you will make an assertion about the current state of the issue and call for action.
You may work in pairs or individually.
You will use Power Point to prepare an 8-10 minutes’ presentation for your project and your presentation can be from June 6-June 8. Please sign up in google doc. Be sure the project represents your original view on the issue and you must use at least 5 sources to represent the issue. You may consider using various types of sources to enhance the persuasion of your presentation. Create a bibliography page to cite your sources.
Use the Presentation Rubric to guide your preparation.
Student Independent Activity:
- Create a schedule for your Capstone project.
- Read articles to determine a topic for your research
- Select various literary works for your descriptions and analysis of the issue.
- Evaluate the development of the issue and its current state.
- Make an assertion that demonstrates your insightful understanding of the issue based on your research and analysis.
- Use Power Point to organize your ideas.
- Review the presentation rubric.
- Practical your presentation.
Deadlines: Presentation on 6/6 or 6/9/2018.