On Wednesday and Thursday you took notes on meaningful differences between the film and the novel. For anything you missed click here for color-coded character list and a link to a list of some differences.
(Note: In the color-coding blue refers to characters associated with the far north, yellow refers to characters associated with Geneva, red refers to characters associated with Ingolstadt, green refers to characters associated with the forest, pink refers to characters associated with Ireland.)
(Note 2: The Wikipedia list of differences is accurate but does not emphasize the ways the differences are meaningful; conversely, remember that we are emphasizing the ways the differences are thematically meaningful.)
Thursday, October 28, 2010
Monday, October 25, 2010
Independent Reading Assignment #5
Open Response Question
Who is more monstrous: the monster in your book or the monster in the film Mary Shelley's Frankenstein?
Take a position then defend your position using evidence from your book and the film to persuade the reader that you are right. Your response should demonstrate a personal understanding of "monsters" and "monstrousness," as well as an understanding of how those concepts relate to the book and film you've been studying. Write clearly, accurately, and persuasively.
Due Thursday, October 28
Monday, October 18, 2010
Frankenstein Vocabulary & Independent Reading Assignment #4
Click here for Frankenstein vocabulary words and assignment.
Independent Reading Assignment #4
Due Thursday, October 20.
1. What book are you reading? How long is it? How many pages have you read?
2. How is the reading going?
3. Choose a quotation from what you read on Monday (or if you were absent, from what you read at home). Write a response to the quotation that links the quotation to the book as a whole. I expect a thoughtful, specific, meaningful response.
Independent Reading Assignment #4
Due Thursday, October 20.
1. What book are you reading? How long is it? How many pages have you read?
2. How is the reading going?
3. Choose a quotation from what you read on Monday (or if you were absent, from what you read at home). Write a response to the quotation that links the quotation to the book as a whole. I expect a thoughtful, specific, meaningful response.
Tuesday, October 12, 2010
Independent Reading Assignment #3
Role: What is the writer's role? (Some ideas: character, reporter, observer, filmmaker, object.)
Audience: Who do you imagine will be reading the writing? (Ideas: another character, newspaper reader, police listening to an eyewitness account, a film producer, your classmates.)
Format: How will you present the writing? What will it look like? (Will it look like a newspaper article, a play, a letter, a diary entry, a film proposal, an advertisement, a comic strip?)
Topic: What is the subject of the writing? YOUR MONSTER BOOK SO FAR.
***
Directions:
Write down the role, audience, format, and topic. Then write the RAFT. (10+ sentences is a good guideline for an acceptable RAFT.) Turn it in on Tuesday (10/13) or Wednesday (10/14).
Audience: Who do you imagine will be reading the writing? (Ideas: another character, newspaper reader, police listening to an eyewitness account, a film producer, your classmates.)
Format: How will you present the writing? What will it look like? (Will it look like a newspaper article, a play, a letter, a diary entry, a film proposal, an advertisement, a comic strip?)
Topic: What is the subject of the writing? YOUR MONSTER BOOK SO FAR.
***
Directions:
Write down the role, audience, format, and topic. Then write the RAFT. (10+ sentences is a good guideline for an acceptable RAFT.) Turn it in on Tuesday (10/13) or Wednesday (10/14).
Monday, October 4, 2010
Independent Reading Assignment #2
#2 (October 4, 2010)
Imagine that we want to convince other juniors at GHS to read these books. This week you’re going to write a very short play based on the most interesting part of your book so far. The goal of this play is to interest readers in your book in less than two minutes.
Roles: Your choice of two characters from your book.
Audience: the class of 2012 – in the auditorium.
Format: Dramatic dialogue (like a short play with each character talking at least five times). Add stage directions to create a setting and to make any actions clear. Imagine we’re going to present a piece of each of “monster” book to interest other juniors in reading them. (Don’t worry we’re not going to do this though we might read a few aloud.)
Topic: a tense, dramatic event in your book. Choose a scene that might be interesting to your peers. (The characters can experience the event or can talk about the event.)
*******
Example (using a scene from Beowulf)
Beowulf Puts Unferth in His Place
Beowulf (Talking loudly and confidently.): Unferth,
murderer of brothers, save your drunken prattle for lesser men. In my contest with Brecca I fought sea beasts rolling along the whale-road for hours – while you were stumbling drunk ashamed of killing your own flesh and blood. For shame.
Unferth (Looking down into his mead while Geats laugh at
him and Danes stare at him ashamed.): Well. I mean. But. Ah…
[Here each character has spoken once. In your each will speak five times.]
Imagine that we want to convince other juniors at GHS to read these books. This week you’re going to write a very short play based on the most interesting part of your book so far. The goal of this play is to interest readers in your book in less than two minutes.
Roles: Your choice of two characters from your book.
Audience: the class of 2012 – in the auditorium.
Format: Dramatic dialogue (like a short play with each character talking at least five times). Add stage directions to create a setting and to make any actions clear. Imagine we’re going to present a piece of each of “monster” book to interest other juniors in reading them. (Don’t worry we’re not going to do this though we might read a few aloud.)
Topic: a tense, dramatic event in your book. Choose a scene that might be interesting to your peers. (The characters can experience the event or can talk about the event.)
*******
Example (using a scene from Beowulf)
Beowulf Puts Unferth in His Place
Beowulf (Talking loudly and confidently.): Unferth,
murderer of brothers, save your drunken prattle for lesser men. In my contest with Brecca I fought sea beasts rolling along the whale-road for hours – while you were stumbling drunk ashamed of killing your own flesh and blood. For shame.
Unferth (Looking down into his mead while Geats laugh at
him and Danes stare at him ashamed.): Well. I mean. But. Ah…
[Here each character has spoken once. In your each will speak five times.]
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