a thematic literary research project … thematic literary research project english literature three...

A THEMATIC LITERARY RESEARCH PROJECT English Literature

Three Fold Brochure Using Adobe® PageMaker® or InDesign® Amy Scott

Coral Reef Magnet High School Miami, FL

A THEMATIC LITERARY RESEARCH PROJECT

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Contents Page 1. Teacher Statement

2. Course Overview

Objectives - State and National Standards - Reading and On-line Technical resources - Hardware specifications - Adobe software list

3. Research Resources and Technical Resources

4. Lesson Plan Table

5. State Standards

6. Detailed Lesson Plans

7. Forms and Handouts

- Brochure Template

- Evaluation Form Based on State Standards

8. Tutorials

9. Student Portfolio


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Teacher’s Statement Amy Scott

Thematic Literary Research Project Coral Reef Magnet High School

Miami, FL

The Research Project: This is a three class project in which students explore literature in context by reading and researching three thematically grouped short stories, studying their respective authors, and putting the stories into context by researching related real-life statistics on the theme of each story. The purpose of this approach is to reinforce the meaning of each story and its impact on the student by relating the literary experience to social research. The Themes:

• The first theme centers on teen issues: conformity, crime, sexuality, and suicide.

• The second theme targets women’s studies: the difficulty of being a woman in a male-dominated society and/or gender expectations.

• The third theme encompasses war: its causes and effects on the human spirit.

• The forth theme deals with man and society: the protagonist’s struggle to either gain acceptance within his own culture or to defy its traditions and expectations.

Procedure: After groups have been assigned, a team leader is appointed who will divide the work equally amongst students and keep the members on task and on time. The team leader will also be responsible for compiling and printing ten copies of the final double sided, three fold brochure to be completed by each team; therefore, he/she will receive extra credit for his/her part in the project.

Amy Scott, “Scottie” Coral Reef Magnet High School

Miami, Florida


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Course Overview

Course Overview Overview of Project: Over a span of three class periods, students will research three thematically grouped short stories, their respective authors, and related real-life statistics.

Areas of Research: • Important biographical facts about the author: picture, place of

origin, themes, noted works • Manner in which the author treats your assigned theme.

Provide two separate critical views (by two different critics) of the author’s respective treatment of war, coming of age, women’s studies, or man in society as it applies to his/her short stories.

• General statistics and facts related to your theme (i.e. teenage crime, sexual behavior, war, women’s issues, etc).

Final Project:

The information collected will be compiled and published as a literary brochure. The contents will be presented on the fourth day as a PowerPoint presentation or as a Word Document. A template has been provided as a guide to formatting the final brochure. Each student must complete two panels and save them on disc: 1. One critical analysis of one short story combined with an author biography 2. A choice of the title page, the work cited page, or the real-life connections (statistics)

Florida State Sunshine Standards: http://www.firn.edu/doe/curric/prek12/pdf/langart9.pdf Reading Standard 1:The student uses the reading process effectively.(LA.A.1.4) Standard 2: The student constructs meaning from a wide range of texts. (LA.A.2.4) Writing Standard 1:The student uses writing processes effectively.(LA.B.1.4) Standard 2: The student writes to communicate ideas and information effectively. (LA.B.2.4) Listening, Viewing, and Speaking Standard 1:The student uses listening strategies effectively.(LA.C.1.4) Standard 2:The student uses viewing strategies effectively.(LA.C.2.4) Standard 3:The student uses speaking strategies effectively.(LA.C.3.4) Language Standard 1:The student understands the nature of language.(LA.D.1.4) Standard 2:The student understands the power of language.(LA.D.2.4) Literature Standard 1: The student understands the common features of a variety of literary forms. (LA.E.1.4) Standard 2: The student responds critically to fiction, non-fiction, poetry, and drama. (LA.E.2.4)

(See Detailed Lesson Plans for Standards Evaluation Criteria.)

Technology Specifications

- Hardware Standard desktop computer

Color Printer (Double Side Printer Attachment will be helpful)

Wacom Tablet

- Adobe Software: Adobe PageMaker or InDesign - Alternate Software: Microsoft Word, Publisher


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Research Resources: Contemporary Literary Criticism Series

Gale Research Co 835 Penobscot Blvd. Detroit, Michigan 48226-4094 Literary Criticism, ISBN 0-7876113, 19th Century , ISBN 0-8103 Short Story, ISBN 0-8103-8469-8, 0-8103-8930-4 Something About the Author Series, ISBN 0-8103-9373-5 Dictionary of Literary Biography Documentary Series, ISBN 0-8103-0927-0 Contemporary Authors, ISBN 0-8103-4519-6

Technical Resources: On-line Training:

www.adobe.com/education/training/main.html

Free Adobe online training courses to learn basic tools and concepts at your own pace. Each course features voice and text narration and animated visuals.

http://studio.adobe.com/ Adobe Studio Design resources for Web, print, digital imaging, and digital video

Go For the Grid!

On-line lesson in using a Grid System for guiding page layout using graphics, text, photos and illustrations.

http://coe.sdsu.edu/eet/articles/gridlayout/start.htm

Adobe Classroom in a Book

http://www.adobe.com/misc/books.html

www.amazon.com


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One Page Lesson Plan Table

Lesson Lesson Summary Handouts and URL’s Tutorials

1. Review and Select Assigned Reading Assign Work Groups:

- Appoint a team leader who will divide the work equally amongst students and keep the members on task and on time.

- Get each student’s phone number and/or email address for needed correspondence.

- The team leader will also be responsible for compiling and printing the final brochure; therefore, he/she will receive extra credit for his/her part in the project.

Thematic Topics Paired to Short Stories: Coming of Age:)“Greasy Lake” , “A &P”, “Where Are You Going; Where Have You Been?”, “Secret Lion” “Doe Season” War: “Old Milon”, “Crossing Into Poland”, “A Clean Well-Lighted Place” Women’s Studies: “The Chrysanthemums”, “A Woman on the Roof”, “Rappaccini’s Daughter”, “A Rose for Emily” “Doe Season”, “Where Are You Going; Where Have You Been?” Man in Society: “A Rose for Emily” (old vs. new South), “Young Goodman Brown” (good vs. evil), “A &P” (the individual vs. conformist)

2. Reading and Writing Assignments: - Complete one critical analysis of one short story combined with an author biography - Research each story and literary period using the appropriate research books - Take notes for Real Life Connections essays - Keep a record of all Work Cited

See Brochure Template Tutorial 1. Layout in InDesign Tutorial 2. Layout in PageMaker

3. Project Assignment: - Write all Essays - Complete Title Page, Work Cited Page or Real-life connections page layouts using the Brochure panel template - Print individual pages and submit work for individual grades

See Brochure Template SEE NOTES ON PRINTING

4. Project and Speaking Assignment: - Complete entire brochure with each team member contribution - Print 10 Copies for distribution - Presentations on all research


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Detailed Lesson Plan Lesson 1: Introduction to Thematic Topics Project

Assign Work Groups Appoint a team leader who will divide the work equally amongst students and keep the members on task and on time. - Get each student’s phone number and/or email address for needed correspondence. - The team leader will also be responsible for compiling and printing the final brochure; therefore, he/she will receive extra credit for his/her part in the project. Begin Reading Assignments Read stories selected for your project and discuss the work and the project with your team members. Use the reading process effectively, following the guidelines below: 1. Select and use pre-reading strategies that are appropriate to the text, such as discussion, making predictions, brainstorming, generating questions, and previewing, to anticipate content, purpose, and organization of a reading selection.

2. Select and use strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

3. Refine vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings. (In other words, relate the vocabulary and concepts from the stories to the research on real life themes and literary criticism.)

4. Apply a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to your own experiences and feelings.

Thematic Topics Paired to Short Stories Coming of Age: teenage confrontation of sexuality, violence, or conformity (three of these four, your choice) “Greasy Lake” “A &P” “Where Are You Going; Where Have You Been?” “Secret Lion” “Doe Season” War: Its causes and long-lasting effects “Old Milon” “Crossing Into Poland” “A Clean Well-Lighted Place” Women’s Studies: the difficulty of being female in a male-dominated world and/or gender expectations (three of your choice) “The Chrysanthemums” “A Woman on the Roof” “Rappaccini’s Daughter” “A Rose for Emily” “Doe Season” “Where Are You Going; Where Have You Been?” Man in Society: adjusting to or rebelling against one’s heritage and culture “A Rose for Emily” (old vs. new South) “Young Goodman Brown” (good vs. evil) “A &P” (the individual vs. conformist)


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Lesson 2: Reading and Research

Research each story and literary period using the appropriate research books Follow the Procedures below: 1. Construct meaning from a wide range of texts, determine the main idea and identify relevant details, and methods of development for these ideas, and their effectiveness.

2. Determine the author’s purpose and point of view and their effects on the text.

3. Describe and evaluates personal preferences regarding fiction and nonfiction.

4. Locate, gather, analyze, and evaluate written information for research projects, and evaluate it for inclusion in the brochures.

5. Identifies devices of persuasion and methods of appeal in the writing and their effectiveness in conveying thematic concepts.

6. Select and use appropriate study and research skills and tools.

7. Analyze the validity and reliability of primary source information and uses the information appropriately.

8. Synthesize information from multiple sources to draw conclusions.

Research and Literature: 1. Identify the characteristics that distinguish the literary forms of your chosen reading. 2. Identify universal themes prevalent in the literature of all cultures or social conditions. 3. Review the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods. 4. Analyze the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.

5. Review the relationships between and among elements of literature, including characters, plot, setting, tone, point of view, and theme. 6. Be aware of the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. 7. Analyze the relationships among author’s style, literary form, and intended impact on the reader. 8. Recognize and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and causes of conflict in texts. 9. Note how people respond differently to texts based on their background knowledge, purpose, and point of view. Writing Assignment: Complete one critical analysis of one short story combined with an author biography. Follow the Procedures below: 1. Select and use appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines. Draft and revise writing. 2. Write fluently for the purpose of the brochure, making appropriate choices regarding style, tone, level of detail, and organization. Be sure your writing is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; sites substantial, specific, relevant, and concrete support for your conclusions; demonstrates a commitment to and involvement with the subject; demonstrates a mature command of language with freshness of expression; has varied sentence structure; is free of convention errors in mechanics, usage, punctuation, and spelling. 3. Edited final document for correct spelling; correct punctuation; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments only for effect.


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Lesson 3: Project Assignment, Language Refine your Essays to fit the format of the 3 Fold Brochure. Follow the guidelines below: 1. Make appropriate adjustments in language use for specific use in the brochure, demonstrating sensitivity to gender and cultural bias. Be sure short versions of essays are abbreviated without losing main points. 2. Understand how the way language is shaped in your final copy will effect the reactions, perceptions, and beliefs of the class. 3. Recognize and work within the production elements of print in the form of a brochure to insure the effectiveness of this medium. 4. Complete all copy for Title Page, Work Cited Page or Real-life Connections page layouts. Project Assignment, Design: Prepare your Brochure using graphics, images, illustrations, photos and text using the following guidelines: 1. Organize information using appropriate systems. 2. Present Information with correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms. 3. Complete Layouts for Title Page, Work Cited Page or Real-life Connections page, including illustrations, photos, graphics or other images using the Brochure panel template and following the instructions in Tutorial I and II. When developing the brochure design be aware of color themes, style of illustration and other details that will enhance thematic connections.

Lesson 4: Presentation Guidelines 1. Determines main concept and supporting details in order to analyze and evaluate non-print media messages. 1. Use effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the view points of others. 2. Identify bias, prejudice, or propaganda in oral messages. 3. Use voice volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. 4. Select and use a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations. 5. Uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.


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Forms and Handouts

Brochure Templates 1. Front 2. Back

Assignment Evaluation Form with State Standards


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Brochure Template (1)

Statistics

Every statistic should have a source listed parenthetically (US Gov Stat 25) which is also completely cited on the work cited panel.

Student Author

Works Cited

Include all works referenced: author biography, critics, and statistics

Student Author

Cover Page

Theme

Title

Illustration

Names of Group Members

Student Author


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Brochure Template (2) Short Story #1 Include a brief summary of the short story. Smoothly incorporate into that summary two separate critical views of the story as it relates to the author’s use of theme: i.e. coming of age, war, women’s studies, or man in society. Remember to include parenthetical documentation inside the text Baker 37 which correlates with a complete citing in the work cited panel: Baker, Jonathan, “Symbolism in the work of Joyce Carol Oates, : Contemporary Women Writers 5:20 (1997) : 32-40 Student Author

Short Story #2 Every short story should include a related illustration or illustrations of symbols or objects from the story. Author Bio #2 Author Picture Place of origin Major themes Greatest works Student Author

Short Story #3

Author Bio #3

Student Author


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Evaluation Form Ongoing Teacher and Student Evaluations

Course Name __________________________________________________________________________________ Student Name__________________________________________________________________________________ Student Evaluation

State Standards and National Educational Technology Standards Criteria

Assignment Teacher Evaluation

I. Reading Standard 1:The student uses the reading process effectively.(LA.A.1.4) Standard 2: The student constructs meaning from a wide range of texts. (LA.A.2.4)

II. Writing Standard 1:The student uses writing processes effectively.(LA.B.1.4) Standard 2: The student writes to communicate ideas and information effectively. (LA.B.2.4)

III. Literature Standard 1: The student understands the common features of a variety of literary forms. (LA.E.1.4) Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.4)

IV. Language Standard 1:The student understands the nature of language.(LA.D.1.4) Standard 2:The student understands the power of language.(LA.D.2.4)

V. Listening, Viewing, and Speaking Standard 1:The student uses listening strategies effectively.(LA.C.1.4) Standard 2:The student uses viewing strategies effectively.(LA.C.2.4) Standard 3:The student uses speaking strategies effectively.(LA.C.3.4)

NET Standards ELA 1, 2, 3, 6, 9, 11, 12


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Tutorials Tutorial 1. Layout a double sided, 2 fold brochure in InDesign.

1. Pull Down the File Menu and Open a New Document

2. In the New Document Window select:

- Letter Size

- Horizontal, “Landscape” Page

- Columns, 3

- Number of Pages, 2

This will create a 2 fold, document with guides for laying out text in 3 columns.

NOTE FILE MANAGEMENT: Save Your Brochure File into a Work Folder with the name of your group.

3. Go to the Toolbox and Select the Image Frame

Tool.

4. Create an Image Frame or Box that fills the entire page.

5. This Image Frame is the location in which an overall background image would be placed. NOTE FILE MANAGEMENT: Before Placing an image on the page, be sure that you have stored ALL your image, illustration, photo or graphics files in a single Folder and that this Folder is stored INSIDE your Work folder along with the Brochure File.


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5. Select the Text Frame Tool and fill each column with a Text Frame.

6. When working with Text, or Image Frames, bring the Frame to the foreground.

7. To do this, Pull Down the Object menu and select Arrange. Click on the Frame you want to hide and choose Send to Back OR Click on the Frame you want to move forward and choose Bring to Front.

8. To Insert Text, Choose the Text Tool, click inside the Text Frame and type.

9. To change Fonts or Text Size Pull Down the Type Menu and Choose the Font and Size desired.

10. To place a single background image, Select the Image Frame then Pull Down the File Menu and Select Place. Browse in the Place Window to find the image file and when you find it, click on the file and then click on Open.

NOTE IMAGE PREPARATION: - Images should be saved in JPG format to minimize file size. - Images should be scanned or created at 150 Pixels per Inch for highest Quality Printing.

11. Other Images can be placed anywhere on the layout. To Place Multiple Images on the Brochure, Create an Image Frame in the desired position on the layout and then follow the instructions in step 10. NOTE PRINTING: When printing, if you will be saving the project to a file to be printed at a different location, be sure that the image folder and the document folder are Both saved to disk, or the image links will be broken and the images will not print.


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12. To Wrap text around a Placed image select the Image Frame.Pull Down the Window Menu and choose Text Wrap to display the

Text Wrap palette, and select an imported graphic (Image Frame.)

In the Text Wrap palette, click the desired Wrap Text Around Object Shape option, and specify wrap offset values as necessary. Wrap offset is the space between the image frame and the text.

To specify contour options, choose one of the following in the Type menu on the Text Wrap palette:

· To wrap text to the rectangle formed by the graphic’s height and width, choose Bounding Box.

· To generate the text wrap boundary using InDesign’s automatic edge detection, choose Detect Edges.

· To generate the text wrap boundary from an alpha channel saved with the image, choose Alpha Channel, and then choose the channel you want to use in the Alpha Channel menu on the Text Wrap palette. If the Alpha Channel option isn’t available, no alpha channels were saved with the image. InDesign automatically recognizes Photoshop’s default transparency (the checkerboard pattern) as an alpha channel; otherwise you must use Photoshop to delete the background or create and save one or more alpha channels with the image.

· To generate the text wrap boundary from a path saved with the image, choose Photoshop Path, and then choose the path you want to use in the Path menu on the Text Wrap palette. If the Photoshop Path option isn’t available, no named paths were saved with the image.

· To construct the text wrap boundary from the Image Frame, choose Graphic Frame.

· To use the imported image’s clipping path as the text wrap boundary, select Same as Clipping.

For more details on the text wrap options, open InDesign and go to InDesign Help.


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Tutorial 2. Layout a double sided, 2 fold brochure in PageMaker. 1. Pull Down the File Menu and select New. In the New Document Window, Letter, Wide, Number of Pages 2.

Columns and other page attributes will be set up after the new document is created using the Master Pages layout.

2. Click OK and open the new document. When the Document opens, Pull down the Window Menu and select View Master Pages.

3. Set up 3 Columns on each page in the Document Master window. FILE MANAGEMENT: Save Your Brochure File into a Work Folder with the name of your group.


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4. To view and work on your pages, Pull Down the Layout menu and select Go to Page.

5. To add Text or Images to the Page, Create Text Frames (Boxes) over each column and Picture Frames (Boxes) wherever an image will be placed. The Text Frame Tools are the shapes on the Left side of the Toolbox. The Picture or Image Frame Tools are the shapes on the Right of the Toolbox and contain an X.

6. To Work on Text or Place an Image, select the Frame in which you want to work. 7. To be sure the Frame is in the Foreground, Pull Down the Elements Menu and choose Arrange. If you cannot select the Frame, select the foreground Frames and Send to Back.

NOTE FILE MANAGEMENT: ALL your image, illustration, photo or graphics files in ONE Folder and that this Folder is stored INSIDE your Work folder along with the Brochure File.


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8. To Place an Image on the Brochure, Select a Picture Frame or Create a new Picture Frame. 9. Pull Down the File Menu and Select Place. 10. Browse to your Image Folder, select the desired Image and click on Open. The Image will automatically appear in the Picture Frame.

NOTE IMAGE PREPARATION: Images should be saved in JPG format to minimize file size. Images should be scanned or created at 150 Pixels per Inch for highest Quality Printing.

11. If Images are too large to fit in the Image Frame, they can be resized in PageMaker. (See Illustration on the Right.)

12. Pull Down the Element Menu and Choose Frame.

13. From the drop down menu choose Frame Options.

14. Note the choices for large images are: Resize the frame to fit the Content OR Scale the Content to fit the Frame

NOTE PRINTING: When printing, if you will be saving the project to a file to be printed at a different location, be sure that the image folder and the document folder are Both saved to disk, or the image links will be broken and the images will not print.


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15. To Wrap Text Around Placed Images, Select the Image Frame Pull Down the Elements Menu and choose Text Wrap. 16. Choose the wrap option from the icons in the Text Wrap Window. 17. To create a space between the image and type, fill in the Standoff in inches boxes for Left, Right, Top and Bottom.


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STUDENT PORTFOLIOS


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a thematic literary research project … thematic literary research project english literature three...

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