MySpace Project Details

MySpace Page Project

Learning Objective: Students will be able to create a MySpace page for characters in classic play.
Task: Students will find textual evidence that supports characterization of a character in the play we’re studying. Students will then use that textual evidence to create a fake MySpace page that illustrates the traits of the character. Lastly, students will write an expository piece in which they defend their MySpace page choices with evidence from the text. (See steps below.)

Understanding: Literature reflects the human experience. Some stories are timeless.
Know: How to use textual evidence to define character traits AND to use this information to create a character profile.
Do: Use textual evidence to create a MySpace page for a character in classic play.

Rubrics:
MySpace Page 3 2 1 0
Effort, Care, Neatness, & Creativity
Accuracy of Character Traits
Fulfillment of Task

Regents Writing Rubric:
6 5 4 3 2 1
Meaning Insightful connections between the text and the task Clear and explicit connections between text and task Implicit connection Superficial connections Few or unclear connections Allusions to text, no direct connections
Development -develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the text -develop ideas clearly and consistently. Using relevant and specific details from the text -develop ideas inconsistently, using relevant details from the text -develop ideas simply, using some details from the text are largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or repetitive are minimal, with no evidence of development
Organization maintain a clear and appropriate focus

-exhibit a logical and coherent structure through effective use of appropriate devices and transitions -maintain a clear and appropriate focus

-exhibit a logical sequence of ideas through the use of appropriate devices and transitions maintain a clear and appropriate focus

-exhibit a rudimentary structure but may include some inconsistencies or irrelevancies establish, but fail to maintain, an appropriate focus

-exhibit uneven organization lack an appropriate focus, but suggest some organization show no focus or organization
Language Use are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and purpose

-vary structure and length of sentences for effect use language that is fluent and engaging, with some awareness of audience and purpose

-show consistent use of sentences that are varied in length and structure use appropriate language, with some awareness of audience and purpose

-occasionally vary length and structure of sentences rely on language from the text and basic vocabulary

-rely on sentences that are unvaried in length and structure use language that is imprecise or unsuitable for the audience or purpose

-rely on sentences that lack variety and may be constructed incorrectly are minimal

-use language that is incoherent or inappropriate
-violate basic rules of sentence structure

Conventions demonstrate control of the conventions demonstrate control of the conventions, with very few minor errors that have no effect on comprehension demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension demonstrate partial control, exhibiting errors that occasionally hinder comprehension demonstrate a lack of control, exhibiting many errors that make comprehension difficult are minimal

-may be illegible or not recognizable as English

Steps:
1. Students will choose a character in the play.
2. Students will use a fiction reading strategy to determine the personality and traits of this character. (Hypothesis: Students will make a guess about the character’s personality. For example, “I think Tybalt is a violent character.”)
3. Students will search for and record all evidence from the text that supports their hypothesis. (For example, “I think Tybalt is a violent character. In Act I, Scene 2, line 15, Shakespeare writes that Tybalt says ‘I hate the word peace’.) Students should collect as much evidence as possible! The more evidence, the stronger the argument!
4. Based on the information gathered from the text, students will develop a concrete thesis. (For example, “Tybalt is a violent character.”)
5. Based on the thesis and the textual evidence, students will think creatively to make a fake MySpace page. The details to be included are found on the back of this sheet.
6. Next, students will defend their MySpace page using their textual evidence. (For example, I made Tybalt’s MySpace page background be devil horns because he says he ‘loves hell’ (Act I, Scene 3, Line 15). Also, I created Tybalt’s screenname “H8Montagues” because it is clear in the play that Tybalt hates the Montagues. This is seen in Act I, Scene 2, where Tybalt says “I hate thee and all Montagues”)
7. Lastly, students will self-assess their work based on the rubric above.


Minimum required elements of MySpace Page:
-Character’s Screenname
-About Me:
-Who I’d Like to Meet:
-General:
-Music:
-Movies:
-Television:
-Books:
-Heroes:
-Comments by at least one “friend”

MySpace Project

http://www.myspace.com/msdalyela

Above is the URL for Ms. Daly's ELA MySpace page. You can add me as a friend to submit your MySpace page. BE SURE TO WRITE YOU REAL NAME ON THE PAGE OR POST! As the MySpace page is modeled after a character in Romeo & Juliet, I will not be able to give you credit unless you provide your real name!

You other option for handing in this project is to post the URL to your page on this blog

Lastly, you can print the page and/or draw the layout of the page and turn it in on Friday, November 14th.

Regardless of your choice, ALL PROJECTS MUST BE TURNED IN BY 3:00 PM on NOVEMBER 14th!