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“THAT WHICH DOES NOT KILL US, MAKES US STRONGER.” Frederich Nietzsche German Philosopher.

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Presentation on theme: "“THAT WHICH DOES NOT KILL US, MAKES US STRONGER.” Frederich Nietzsche German Philosopher."— Presentation transcript:

1 “THAT WHICH DOES NOT KILL US, MAKES US STRONGER.” Frederich Nietzsche German Philosopher

2 Problem 1 What theme does Lois Lowry present in regard to “pain” in The Giver? Develop an outline that includes the following: A. Thesis answering above question B. The BEST examples from the text that support your interpretation of this theme. (Use quotes when possible.) C. Explain how examples connect to thesis. D. Connect theme to other texts/real world. Present in the form of a Powerpoint.

3 “MEMORY IS A WAY OF HOLDING ONTO THE THINGS YOU LOVE, THE THINGS YOU ARE, THE THINGS YOU NEVER WANT TO LOSE." - The Wonder Years

4 Problem 2 What theme does Lois Lowry present in regard to “the importance of memories” in The Giver? Develop an outline that includes the following: A. Thesis answering above question B. The BEST examples from the text that support your interpretation of this theme. (Use quotes when possible.) C. Explain how examples connect to thesis. D. Connect theme to other texts/real world. Present in the form of a Powerpoint.

5 Collaboration Guidelines -Select a person to lead your group. (parameters) -Establish a way to contact each other outside of school. -If you are going to be absent and group needs work from you to continue, you are responsible for getting work to them. Discuss how that will happen. -Acknowledge reason for groups: 1) different perspectives and opinions give a more well-rounded view, 2) to process work more efficiently. -If you are unfocused, don’t participate or miss a deadline, you will be “released” from the group. However, you will still be able to finish and submit the project alone. Your group can request this at any time. Your teacher may enact this at anytime.

6 Process Review task/rubric: CLASSWORK 2/16 (THURS) & 2/17 (FRI) (25 min) - What are you being asked to do? - How will you know when you are successful? - Assign chapters for collecting evidence. - Leader logs assignments Collect evidence: HOMEWORK, DUE 2/20 (MON) & 2/21 (TUES) -- Divide up text, highlight quotes related to pain/memory - Make note of memories shared or experienced and effect OR times when characters experience pain. - Make note of times when pain should exist, but is lacking. - List quotes/notes for assigned section in document. PRINT copies for each member of group. (HW Grade on Individual Work) Analyze: CLASSWORK 2/20 (MON) & 2/21 (TUES) (45 min) - Review evidence/prioritize most important. - Determine theme. - Evaluate which evidence was key to this determination. - Outline theme, key pieces of evidence, connection of evidence to thesis. HOMEWORK, DUE 2/22 (WED) & 2/23 (THURS) - Provide example of how theme concept connects to another text (Consider Truman, Island, Anthem, Animal Farm, other) - Provide example of how theme concept connects to real world (HW Grade on individual work)

7 Process (continued) ANALYZE/CREATE CLASSWORK 2/22 (WED) & 2/23 (THURS) (30 min) -Review and select best fit connections to text/real world to use in PowerPoint. - Complete outline. HOMEWORK, DUE 2/24 (FRI) & 2/27 (MON) Leader creates Powerpoint. EVALUATE CLASSWORK 2/24 (FRI) & 2/21 (MON) (30 min) - Evaluate Powerpoint against rubric. HOMEWORK, DUE 2/26 (TUES) & 2/27 (WEDS) - Upload final copy on Edmodo.com.

8 Grading/Class Time: -Powerpoint will be a Project Grade scored against “Ideas Rubric” -Collaboration Grade scored as project grade- (Scored out of 100)

9 9-10 ( ) Consistent/Sophisticated 7- 8 (85- 92) Good/Substantial 5-6 (77-84) Sufficient/Adequate 3-4 (70-76) Limited/Insufficient 1-2 (60-69) Weak/Inappropriate Understanding of Text: Perceptive understanding of and insight into text -In-depth understanding and some insight into text -Generally knowledgeable about text, but does not show deeper understanding -Limited knowledge of text-Very little understanding- many gaps Insight: Independence of thought through an interpretation that is original and engaging. You make your own unique judgements of texts. You attempt to prove something insightful and new! -You analyze rather than summarize -Understands/synthesizes traditional interpretations of text and adds own perspectives -You analyze rather than summarize -You understand and relate traditional interpretations, but need to make the idea more your own. -You are beginning to analyze, but still rely on others to help you. -Relies on others’ (teacher, sparknotes, research) insights without fully understanding them. No independent analysis. -No insights are made Sticks to summarizing plot or pointing out literary features rather than making a claim about them. Focus: Focuses on one distinct idea that is narrow and manageable. - A clear and distinct claim is made, and this claim guides the paper. -All details are necessary and related to claim -Clear and distinct claim is made and mostly guides paper, but at times you lose focus -Most details are necessary and related to the claim -A claim is made, but it needs revising to guide the paper effectively (may be too narrow or too broad) Some details might be unrelated to the claim -Hints at a main idea, but the paper loses focus either b/c the topic is too broad or the claim is unclear. -Many details unrelated, unnecessary, and don’t fit -Fails to focus on one clear idea, but rather jumps from one point to another. No clear sense of purpose in the paper. -Most details are unrelated, unnecessary and don’t fit. Depth/Development: Paper is thorough and well- developed with illustrative details and evidence that goes beyond the obvious. -Rich precise references to the text (quotes) serve as perfect examples to support interpretations -Clear and coherent explanations connect these supports to the proof and claim -You’ve built a solid case for your claim. -Paper is well-developed with many good details and evidence -Many precise references to text, but need more -Most supports are clearly explained and connected to proof and claim -Paper is developed with some details and evidence -Adequate references to text; could find stronger or more examples -Some supports are clearly explained and connected but many are not -You’re developing a case -Few details and examples -Few references to text -Fuzzy explanations make it unclear how supports connect to the claim or ideas being discussed. -You have a start but your case needs work -Fails to provide meaningful detail. -No references to text. -Little explanations of examples and supports -Your case is weak PROJECT RUBRIC


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