http://tinyurl.com/mepoetryweb
Literary Criticism WebQuest
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Wait! What is a WebQuest anyway?
A WebQuest is an online based research project for learning. It is a lesson in which most or all of the information you will need to complete this assignment can be found online. You will be asked to explore and evaluate sources on the web related to our study of Middle Eastern poetry. This WebQuest will help you will learn the basic terminology associated with literary analysis and apply it to our study of Middle Eastern poetry.
So, Let's Get Started!
Use the menu below to navigate your way through this web-based assignment. You've just read the introduction, so click on "Basic Assignment Tasks" to find out what you will be doing for this assignment.
BASIC ASSIGNMENT TASKS:
Your overall goal is to understand basic literary analysis terms and apply them to your assigned Middle Eastern poem. You will be working in small groups to explore different literary terms. Each group will be responsible for one particular poem in our packet. Using the information gathered through this web exploration, each group will put together a presentation to teach the class their assigned poem using the literary terms below.
To successfully complete this assignment, you must complete the following tasks:
STEP 1: Gloss two articles about literary analysis found in your Middle Eastern Literatures packet.
STEP 2: Look up definitions for 12 literary terms related to literary analysis.
STEP 3: Work in your small group to explore your assigned poem.
STEP 4: Each group will create a PowerPoint presentation to explain your group's assigned poem.
STEP 5: Teach your poem to the class.
Now click the link to PROCESS AND STEPS for the specific directions and assignment associated with each step.
PROCESS AND STEPS:
In order to successfully complete this web-based assignment, you will need to use the linked web pages below. You will ONLY use the web sites linked to these pages. It will be important for each group member to share equal responsibility in the success of the group.
Read all directions. As you complete the steps listed below, keep track of your ideas and information regarding your assigned theory. You will need to be thoroughly understand the basics of your theory and how to apply it when you present it to the class on TUESDAY, DECEMBER 4th.
STEP 1: Read about the basic foundations and theories of literary criticism
First, each group member should read and gloss the article found in your Middle Eastern Literatures packet (it is also linked below). The articles provide a basic foundation for our study of literary analysis. Read through the articles with a highlighter and pencil handy. Remember to write your questions, connections, and interpretations in the margins of the article.
STEP 2: Look up definitions for 12 literary terms related to literary analysis and poetry
Use the websites listed below to look up the definitions for the following 12 literary terms below. Add these definitions to the literary terms page of your English binder.
Define the following terms:
- allusion
- bildungsroman
- connotation
- denotation
- hyperbole
- imagery
- irony
- parallelism
- persona
- point of view - first, third person object, third person omniscient, and third person limited
- rhetoric
- tone
STEP 3: Work in small groups to explore in depth one particular form of literary criticism
Students will be assigned to small groups, and each group will be assigned a particular Middle Eastern poem from our packet. Then each individual will complete the poetry T.P.C.A.S.T.T. form found in their Middle Eastern packets. Group members will then compare their responses and use their answers to prepare a visual presentation to teach the class about their assigned poem.
STEP 4: Each group will create a 7 slide Power Point presentation to explain your group's assigned literary theory
Your group's PowerPoint presentation must contain the following:
- SLIDE 1 - TITLE: A title slide to introduce your group's assigned poem and the first names of your group members. As the PowerPoint will be posted on the web, do NOT use last names.
- SLIDE 2 - POEM: Either include the text of the poem on your second slide so that you can read it to us or find an audio recording of the author reading the poem that you can play for us as you present.
- SLIDE 3 - LITERARY TERM #1: Select one of the literary terms from our list above and explain how it can be applied to your assigned poem.
- SLIDE 4 - LITERARY TERM #2: Select a second literary term from our list above and explain how it can be applied to your assigned poem.
- SLIDE 5 - LITERARY TERM #3: Select a third literary term from our list above and explain how it can be applied to your assigned poem.
- SLIDE 6 - LITERARY TERM #4: Select a fourth literary term from our list above and explain how it can be applied to your assigned poem.
- SLIDE 7 - ANALYSIS: Write a brief 1 paragraph analysis of your poem. Be sure to use textual evidence to support your commentary.
After you have completed your PowerPoint, you will email it to Ms. Ward. Your group should then practice how they will present your slideshow to the class.
Step 5: Present your PowerPoint to the class
Each group will teach their assigned theory on TUESDAY, DECEMBER 4th. Groups should be sure to review the grading rubric prior to presenting to ensure they understand what their presentations will be graded on.
EVALUATION:
Your group will earn 10 points for each task successfully completed, making the assignment worth 50 points. You will be graded using the following rubric:
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Exemplary
10
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Accomplished
9
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Average
8
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Basic
7
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Unsatisfactory
6
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Basic Foundations of Literary Analysis
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The student is able to clearly articulate the main points of both articles from Step 1 through participation in class discussions of the texts. The student carefully glossed key information in all articles.
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The student has EITHER a problem articulating the main points of the articles through his/her participation in class discussions of the texts, or does not have key information carefully glossed in at least one of the articles.
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The student has a problem articulating the main points of the articles during class discussions of the text, and s/he does not have key information carefully glossed in at least one of the articles.
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The student does not participate during class discussion of the articles, and the articles do not show evidence of careful glossing. Minimal time was put into the preparation of the articles.
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The student did not read and gloss the specified articles from Step 1.
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Definitions for Key Literary Terms
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The student has correctly defined the 12 literary terms found in Step 2. Each term is listed and defined with a complete, well-written definition. Examples for some of the terms may be listed. The definitions are correctly labeled and added to the students English binder.
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The student has correctly defined the 12 literary terms found in Step 2. Each term is listed but definitions are limited with few, if any, examples.
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The student has defined the 12 literary terms found in Step 2. Each term is listed but definitions are limited and contain minor mistakes.
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The student has defined the 12 literary terms found in Step 2, but the terms are not correctly labeled and have not been added to the students English binder. Definitions are limited and contain minor mistakes.
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The student has not completed definitions for all 12 terms. Those completed are limited and contain mistakes.
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PowerPoint Presentation
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The PowerPoint slide show is clearly organized, flows well, and is easy to follow.The presentation is creative and captures the audiences attention. Slides contain all necessary requirements:
- SLIDE 1 - Title Slide
- SLIDE 2 - Text of the Poem
- SLIDE 3 - Literary Term #1
- SLIDE 4 - Literary Term #2
- SLIDE 5 - Literary Term #3
- SLIDE 6 - Literary Term #4
- SLIDE 7 - Analysis
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The PowerPoint is prepared in advance, but lacks specific, supporting details to fill help illustrate the form and structure of the assigned criticism. However, the presentation contains all the necessary requirements.
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The PowerPoint is prepared in advance, but lacks organization. More time should have been spent researching. The PowerPoint presentation provides only a limited introduction to the assigned poem. However, the presentation contains all the necessary requirements.
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The PowerPoint lacks organization. The presentation provides only a limited introduction to the assigned poem and is missing one of the key required components. Minor spelling or grammar errors. The groups slide show is very basic with limited design elements.
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The PowerPoint presentation is not clearly organized and is missing essential information or contains content errors. More than one of the key required components is missing. Time should have been spent proof reading the slides and they contain grammar and/or spelling errors. The slide show lacks any design elements and appears hurriedly put together.
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Individuals Contribution to the Group
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The individual being assessed contributed equally to the success of this project. Class time was used effectively and efficiently.
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The individual being assessed contributed equally to the success of the project; however, the student needed to be occasionally prompted by the group or teacher to use class time wisely.
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The individual being assessed contributed to the project, but his/her assigned portions were not completed up to the groups expectations. The student being assessed did not use class time effectively.
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The individual being assessed contributed to the group project, but his or her portions were incomplete. The student wasted the class time set aside for the completion of this project.
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The individual being assessed did not contribute equally to the success of the project. The student turned in his or her portions late or did not turn them in. The student wasted the class time set aside for the completion of this project.
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Presentation Skills
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Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence; the student presents for an equal amount of time as other members of the group. It is clear that this group worked well together and practiced their presentation in advance.
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Clear articulation but not as polished; group members do not spend an equal time presenting material verbally to the class.
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Some mumbling; little eye contact; uneven rate; little or no expression; the student does not spend equal time presenting and one person in the group dominates the presentation.
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Inaudible or too loud; little eye contact; rate too slow/fast; did not present as much as other group members
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Presentation was disorganized and unprepared. Understanding of the presentation was hindered by poor public speaking skills.
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CONCLUSION
Having read the two introductory articles, defined some key terms, and worked with your group to teach poetry analysis to the class, you should have a clear understanding of literary analysis. As you listen to other groups present, be sure to take notes. Hopefully, as you learn more about literary analysis and apply it to your own reading and writing, you will come to understand the value of paying attention to how writers use different literary devices in their works.
What unique perspective do you bring to a text?
How do literary devices add to our understanding of a work of literature?
YOUR PRESENTATIONS:
- “Blood” by Naomi Shihab Nye – Olivia, Devonte, Natalie
- “Making a Fist” by Naomi Shihab Nye – Renee, John, Joe Making a Fist.pptx
- “My Father the Fig Tree” by Naomi Shihab Nye – Mickey, Alex, Kelly Preston MY Father and the Fig Tree.pptx
- “What Was Told, That” by Rumi – Marisa, Kevin, Jake What Was Told, That.pptx
- “The Rubaiyat…” by Rumi – Nadea, Mike, Anthony, The Rubaiyat.pptx
- “Identity Card” by Darwish – Hailey, Kelly M., Jenna Identity Card.pptx
- “Passport” by Darwish – Jessica M., Jessica G., Andrew Passport.pptx
- “Memorial Day for the War Dead” by Amichai – James, Kali, Allison Memorial Day for the War Dead Project.pptx
- “In the Year to Come…” by Ravikovitch – Ms. Ward is doing this one!
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