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THE TEXT & THE IMAGE - Of Mice and Men by John Steinbeck 7.4
https://start.unikum.net/unikum/content/lpp/stockholm/rodabergsskolan2/clairemackrorywrangsjo/3846726424_60f010c9-ead1-46bc-9ae9-9fdb5e3c88e9.png
Skapad 2018-11-18 21:35
i Rödabergsskolan Stockholm Grundskolor
unikum.net
Grundskola
7
Engelska
Modersmål
Time to work with two major skills: describing and comparing.
The core texts are John Steinbeck's brilliant novella 'Of Mice and Men' and its Foote/Sinise film adaptation from 1992.
This unit also touches on some common grounds of discrimination, the idea of revision in literature, and what it means to be a compassionate human being.
Innehåll
CONTENT
We will...
...read the novella, and work with vocabulary and reading comprehension and expansion tasks, both individually and collaboratively.
...study the set-up of shorter stories (novella/short story) in preparation for the coming writing course (The Short Story), and learn new textual strategies such as pace, circular composition, intertextuality and snapshots.
...explore descriptive writing in the core text and other stories and work to develop your own writing skills in this area.
...watch the movie and compare it to the book.
...work with summarising skills and PEE(L)-structured argument.
...write a comparative essay.
TARGET
At the end of this course, you should...
...be able to explain the set-up of a short story and create your own, using the same style of plot development.
...be able to take a short text and enhance it, using devices learnt in the poetry course as well as new strategies studied in this course.
...have a good working knowledge of the core text (in order to use it freely and independently in coming tasks).
...be able to compare scenes from the movie and the book.
...be able to identify and relate to today's society the grounds of discrimination addressed in the book.
...be able to express a justified opinion on some of the actions and ideas in the book.
You will be able to see my course assessment of your shown skill so far in the scoring rubric below.
RESOURCES
ASSESSMENT
Main tasks are linked below.
Apart from what you show during your active (verbal, practical) participation in class or group discussions, which is an important part of this course, all individual written work produced in class can of course be used to show your improvement. Homework given is learning material for practice and preparation only.
You will be able to see my course assessment of your shown target skills so far in the scoring rubric below.
Uppgifter
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Name, explain, exemplify, contextualise
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Storyline
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Short story FINAL (audio)
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Short story plan
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Character plan
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Short story #1
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HW: Review Write Right - Show, don't tell.
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Peer feedback
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Short story DRAFT
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Short story FINAL (text)
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Reading schedule (homework)
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Triple writing (homework)
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Plot development in M&M
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Edit: Embellish
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Edit: Clarify
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Peer feedback
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Short Story FINAL (audio)
Matriser
The Text & The Image
| Yet to prove abilities | Minimum goals attained | Minimum goals surpassed | Higher goals attained | |
|---|---|---|---|---|
Reading comprehension
|
|
Your have discussed, verbally and/or in writing, the book and examples from it, in a way that shows a basic understanding of the plot, the characters, and the setting.
You can match some scenes in the movie to the corresponding part of the book.
You have connected examples from the book to some given themes, and have suggested at least one message consistent with the story.
|
Your responses to questions and conversations about the book and movie show that you have a good grasp of the storyline, can find relevant passages as support, and have understood some of the more hidden meanings.
You have identified some themes and messages, and can support them with examples from the text. You can connect parts of the story internally and explain how they are related.
|
You have shown a working knowledge of the explicit and implicit layers of the texts (book and movie) by asking and/or answering questions related to both aspects, as well as being able to, without hesitation, refer to sections of the texts as needed.
You identify and explain major and minor themes, and with nuance connect them to the real world.
|
Analysing Structure
|
|
You have identified the parts of the plot development and related them to the chronology of the book.
You have used at least one example to support your points.
|
You have accurately connected an example to each part of the plot development, and provided some reasoning behind your choices.
|
Using accurate terminology and without support (from notes or graphics) you successfully connect examples from the story to the parts of the plot development, and are able to elaborate on lines of distinction regarding plot structure.
|
Content: Discrimination
|
|
You can list a minimum of three grounds for discrimination and provide examples to clarify.
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You can list all grounds for discrimination and provide clear examples of them, as well as examples of situations that are less clear-cut.
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In addition, you are able to argue, with some nuance, both sides of one or more cases of possible discrimination, as well as explain the historical context of each type.
|
Editing
|
|
You can relate a discussion you have heard with some clarity, without missing the major points.
You can take basic information and make it more interesting to read by adding more than one device or strategy.
|
You can relate a comparative discussion you have heard with clarity, and provide some relevant reflection on it.
You can take basic information and create an interesting text by making use of many devices and strategies studied.
|
You can relate both basics and particulars of a comparative discussion you have heard with clarity, and nuance, and you have shown the ability to add to and/or comment on what you have heard from your own point of view.
You can take basic information and create a vibrant text by creatively and independently making use of all devices and strategies studied.
|
The Short Story
| Minimum goals not yet attained | Minimum goals attained | Minimum goals surpassed | Higher goals attained and full expectations met | |
|---|---|---|---|---|
|
Content
Storyline, information, description.
|
The story is unclear e.g. because pieces of information are lacking or given too late, and/or characters and places are not described enough.
|
Storyline mostly clear. No major points of information missing.
Setting and characterisation present on a basic level.
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Storyline clear and easy to follow. Necessary information revealed appropriately.
Setting and characterisation intertwined.
|
Clear storyline that may also have multiple layers. Just the right amount and timing of information enhances interest - the reader still has to infer a little.
Multi-level descriptions of setting and character.
|
|
Form
Composition, structure.
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Structure is unclear or unsuccessful, e.g. because shifts in time are not signalled, paragraphing needs significant improvement, or beginning-middle-end feel too abrupt or unbalanced.
|
The text has identifiable exposition, rise, climax and resolution.
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Circular composition used. Paragraphing is functional. Clear set-up, build-up, climax, resolution.
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Circular composition used. Sectioning aids legibility. Clear set-up, build-up, climax, resolution.
Variations from the standard plot diagram have been justified.
|
|
Devices
Use of literary devices (that we have studied)
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Not enough devices attempted or used correctly.
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Mostly correct use of dialogue, sensory words, metaphor, simile, foreshadowing.
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Use of all studied literary devices in a mostly efficient manner.
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Efficient and appropriate use of literary devices throughout the text.
|
|
Language
Correctness, fluency, level, variation, richness.
|
Too many disturbing errors of grammar (e.g. subject/verb agreement or verb tense consistency) or vocabulary (e.g. Swenglish, false friends, formality problems, wrong word).
|
Mostly correct grammar and vocabulary. Attempts at variation, such as avoiding repetition and using sentences of different lengths,
|
Fluent, rich and varied. Some evidence of native English language expression, such as idioms and other word or style choices that are commonly used by native speakers.
|
Uses, with accuracy, efficiency and fluency, a varied and appropriately advanced vocabulary and sentence structure, style-shifting to character and situation.
|
|
Editing
Giving and receiving language feedback. Using correction tools.
Evaluating and making use of feedback.
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No changes made or justifications given. Insufficient feedback participation and/or evaluation (process tasks).
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Your work process shows some evidence of at least two of the following: considering suggestions, using correction tools, reading/listening and adjusting text.
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Your work process shows evidence of considered post-feedback work, including assessing the validity of feedback comments.
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In addition to having shown a methodical and efficient approach to feedback work, you have shown initiative and engaged in editing discussion, considering responses and asking questions and/or making comments that push the process forward.
|
|
Reading
Clarity, variation, drama, adaptation to purpose and audience.
|
Monotonous and contains too many pronunciation mistakes, making it hard to follow.
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Clear, mainly correct pronunciation, attempts to avoid monotony.
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Clear and correct. Some added drama. Dialogue parts enhanced.
|
Dramatic, varied, adapted to purpose and audience.
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