Honors American Literature work

I’m stuck on a English question and need an explanation.

Assignment 1

Graded Assignment

Unit Project: The Power of Language

This document provides an overview of the tasks and time line for completing this assignment.

Assignment Instructions

As you complete the lessons in this unit, you will learn about some of the different ways that language can be used to help achieve a goal, share a message, and honor a person or idea. You will apply these ideas in your own project.

In this unit, you will plan and execute a creative or analytical project that demonstrates the power of language. The project will focus on a contemporary or historical subject of your choice, and it will involve presenting information and ideas in a speech, a song, a video, a website, or an essay. Your goal for the project is to use language, as the authors that you will study do, to achieve a goal, share a message, or to honor a person or idea.

You will be able to choose a subject for your project and a method of presenting the information about your subject.

Subjects

Below are a number of possible subjects for your unit project. Some subjects are contemporary in nature, dealing with present-day figures or issues, while others are historical in nature, dealing with figures or issues of the past. As you consider which subject appeals to you most, take into account your interest areas and the resources available to you.

Contemporary Subjects

  • The importance of voting
  • Protecting the environment
  • Off-shore drilling
  • Nuclear proliferation
  • Funding for the arts

Historical Subjects

  • The Quaker tradition
  • The Women’s Suffrage movement
  • The Women’s Suffrage movement
  • William Lloyd Garrison
  • John Brown

You may choose to focus your project on a subject not named above, but you must first clear any choice you make with your teacher.

Presentation Options

Below are some options for presenting the information you gather on the subject you choose for your unit project. Each option is different, so consider each one and its requirements carefully before making your choice. If you think a different method of presenting your information would be more effective, clear your choice with your teacher. Remember that your presentation should try to achieve a goal, share a message, or to honor a person or idea.

Note: Your teacher may require that you to choose the option for writing and delivering a speech on a contemporary or historical subject.

  • Speech: Write and deliver a speech of at least three minutes that clearly expresses your feelings and opinions about a contemporary or historical subject. You may include visual elements in your presentation.
  • Song: Write, perform, and record a song dealing with a contemporary or historical subject. The lyrics of the song must incorporate both literal and figurative language and convey to listeners your feelings and opinions about the subject you have chosen.
  • Video: Create a video presentation about a contemporary or historical subject. The video should have narration that presents information on your subject and expresses your opinions or feelings on the subject.
  • Essay: Write a persuasive essay of at least five paragraphs on a contemporary or historical subject. The essay must convey your feelings and opinions on the subject and present information meant to convince readers to share your position. You should include visual or graphic elements to support your arguments.
  • Website: Create a website that shares information about a contemporary or historical subject. The website should use graphic elements as well as words to convey information to viewers.

Process

To complete this assignment, you will do the following:

  1. Review the Power of Language Graded Assignment: This document contains assignment instructions and grading criteria. Make sure that you understand what you will be doing and how you will be graded.
    1. The project you complete in this unit will be graded against a rubric that assesses the project in a number of categories. These categories focus on the project’s contents, clarity, and presentation.
    2. Read the rubric on the last page of this document. Keep the criteria listed on the rubric in mind as you complete the assignment.
  2. Complete the Power of Language Project Plan: You will begin working on this plan in the Analyze Three Spirituals lesson of this unit. You will continue to work on this plan as you work through the lessons in this unit. You will submit the plan for a grade at the end of the unit.
    1. Practice your presentation. Whether you are writing a speech or song or doing a video recording, practice and compare your presentation to the graded criteria in the grading rubric.
    2. Revise your presentation. Based on your practice and according to the grading rubric, revise your presentation.
  3. Revise your presentation: Based on your practice and according to the grading rubric, revise your presentation.

Time Line

Students will complete this project over the course of eight school days.

Task

Start

Complete

Unit Project – Overview

  • Students print and review the Unit Project: The Power of Language Graded Assignment page and the Unit Project: The Power of Language Planning page.

Day 55

Day 55

Unit Project – Choose a Subject and a Method of Presentation

  • Students select a contemporary or historical subject and a method of presentation for their project.

Day 56

Day 56

Unit Project – Purpose and Audience

  • Students state their position on their chosen subject, lay out the purpose of the project, and identify their intended audience.

Day 57

Day 57

Unit Project – Content

  • Students complete research to uncover information, ideas, and examples relating to their subject.

Day 58

Day 58

Unit Project – Organization and Structure

  • Students create an outline incorporating the information they uncovered in their research.

Day 59

Day 59

Unit Project – Language, Presentation Elements, Overall Effect

  • Students consider various presentation elements relating to language, public speaking, and images in their projects.

Day 60

Day 60

Present/Deliver Project

Day 61

Teacher will determine

Reflection due

Day 62

Teacher will determine

Grading/Point Values

Part 1—Planning Assignment Point Value: 60

Part 2—Project Execution Point Value: 30

Part 3—Reflection Point Value: 10

Grading Rubric

Your project will be graded against this rubric.

Criterion

15 Points (10 Planning, 5 Execution)

12 Points (8 Planning, 4 Execution)

9 Points (6 Planning, 3 Execution)

Purpose, Position, and Audience

The student’s purpose and position are clear, and the project’s intended audience is appropriate.

The student’s purpose and position are somewhat clear, and the project’s intended audience is mostly appropriate.

The student’s purpose and position are not clear, and the project’s intended audience is inappropriate.

Content

The content of the presentation—information, ideas, and examples related to the subject—supports the student’s goal of persuading, informing, or paying tribute.

The content of the presentation—information, ideas, and examples related to the subject—mostly supports the student’s goal of persuading, informing, or paying tribute.

The content of the presentation—information, ideas, and examples related to the subject—does not support the student’s goal of persuading, informing, or paying tribute.

Organization

The presentation is organized and ordered appropriately and effectively, following the pattern of a well-developed outline.

The presentation is organized and ordered fairly appropriately and somewhat effectively, mostly following the pattern of a well-developed outline.

The presentation is organized and ordered inappropriately and ineffectively, and it does not follow the pattern of a well-developed outline.

Language

The language used in the presentation is appropriate to both the message and the intended audience.

The language used in the presentation is somewhat appropriate to both the message and the intended audience.

The language used in the presentation is inappropriate to both the message and the intended audience.

Presentation Elements

The student followed the requirements for the type of presentation he or she chose to do and incorporated presentation elements relevant to that choice.

The student followed most of the requirements for the type of presentation he or she chose to do and incorporated some of the presentation elements relevant to that choice.

The student did not follow the requirements for the type of presentation he or she chose to do and did not incorporate presentation elements relevant to that choice.

Overall Impression

Overall, the student’s project demonstrated an understanding of the subject and a mastery of the various elements of presentation.

Overall, the student’s project demonstrated a fair understanding of the subject and a general adeptness with the various elements of presentation.

Overall, the student’s project did not demonstrate an understanding of the subject and showed little mastery of the various elements of presentation.

Assignment 2

Honors Project 3: “A White Heron” and “The Open Boat”

Read the stories, and complete the online lesson. Then answer these questions, using examples from the stories to support your answers. Turn this assignment in to your teacher by the due date for full credit.

Total score: ____ of 100 points

(Score for Question 1: ___ of 30 points)

  1. Why is Sylvia so torn about whether the help the hunter? What does she decide to do? How is the entire episode depicted by Jewett in this story shown to be a rite of passage for Sylvia?

Answer:

Type your answer here.

(Score for Question 2: ___ of 20 points)

  1. What qualities does Sarah Orne Jewett attribute to rural New England and its people in “A White Heron”? Do you think readers who hailed from this part of the country when the story was published in 1886 would have appreciated or agreed with Jewett’s depiction of themselves and their region? Why or why not? Use examples from the story in support of your response.

Answer:

Type your answer here.

(Score for Question 3: ___ of 20 points)

  1. Consider Stephen Crane’s story “The Open Boat.” Describe and explain the feelings that the men in the boat have toward nature, fate, and their fellow human beings as they are able to make their way close to land but are unable to reach it and the safety it offers. Cite specific examples and details from the text in your response.

Answer:

Type your answer here.

(Score for Question 4: ___ of 30 points)

  1. In “The Open Boat,” Stephen Crane includes the following passage as the likelihood of the men surviving their ordeal continues to diminish:

When it occurs to a man that nature does not regard him as important, and that she feels she would not maim the universe by disposing of him, he at first wishes to throw bricks at the temple, and he hates deeply the fact that there are no bricks and no temples. Any visible expression of nature would surely be pelleted with his jeers.

Then, if there be no tangible thing to hoot he feels, perhaps, the desire to confront a personification and indulge in pleas, bowed to one knee, and with hands supplicant, saying: “Yes, but I love myself.”

  • What is Crane saying in this passage? How can this passage be understood as an expression of some of the primary tenets of naturalism?

Answer:

Type your answer here.

Assignment 3

Graded Assignment

The Great Gatsby Literary Essay

This document provides an overview of the tasks and time line for completing this assignment.

Assignment Instructions

After reading The Great Gatsby by F. Scott Fitzgerald, you will answer the question below in an essay of at least five paragraphs. You will hand in your completed essay on the final day of this unit. As you work through this unit’s lessons, you will be prompted to complete activities designed to help you prepare, draft, and revise your essay. Good luck!

In The Great Gatsby, what does F. Scott Fitzgerald suggest about the state of the American Dream, the people who pursue it, and the impact of that pursuit through his depiction of Jay Gatsby and the people in Gatsby’s life? Include specific examples, quotations, and supporting details from the novel in your response. Do not merely summarize the story.

Process

You should always use a process for your writing that includes planning and drafting. To complete this assignment, you will do the following:

  • Review the assignment instructions and grading criteria thoroughly. The writing assignment you complete in this unit will be graded against a rubric that assesses the essay in a number of categories. These categories focus both on the essay’s contents and its clarity.
    • Read the rubric on the last page of this document. Keep the criteria listed on the rubric in mind as you complete the writing assignment.
    • Remember to write in standard formal English and use the third person (no personal opinions) and the present tense.
    • Be sure to include specific examples, quotations, and supporting details from the novel in your response. Do not merely summarize the story.
  • Complete a plan for your essay.
  • Begin drafting your paper, using your plan as a guide.
  • Review and revise your first draft. You should try to have another person read your work and give you feedback as part of your revision process.
  • Write the final draft of your project. Be sure to follow these requirements and recommendations when completing your draft:

Open a new Microsoft Word document. Type your name, your teacher’s name, your school name, and the date at the top of your document. Save the file as:

ENG303-ENG304_S1_U8_L1_Literary_Essay_FirstInitial_LastName.doc

Example: ENG303-ENG304_S1_U8_L1_Literary_Essay_M_Smith.doc

Type your project in the document you create.

Time Line

You will complete this project over the course of 10 school days.

Task

Start

Complete

Print and review assignment instructions.

Day 71

Day 71

Read the novel and take notes.

Day 71

Day 75

Develop a thesis statement for your essay. Answer questions to help you plan your essay.

Day 76

Day 76

Draft your essay.

Day 77

Day 78

Revise your essay.

Day 79

Day 79

Submit final draft for a grade.

Day 80

Day 80

Grading/Point Values

Assignment Point Value: 300

Required Final Draft Length

Word Count: 900–1500

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