The following is one example of an assessment
given to my AP English 11 class. This was their final paper for the Huck Finn unit. By practicing analytical and writing skills,
students demonstrated their understanding of the text and continued to practice for the AP exam. Hard copies of student
work is available.
Huck Finn Final Paper
For the final assignment of this unit, you will write an analytical paper on
Huckleberry Finn. In selecting a direction for your paper, you have two choices:
Option #1: By focusing on the tone of the novel, answer the following
question: What is Twain’s attitude toward mid-19th century southern American culture? For this paper you
will need to choose one theme to discuss from the novel. A suggested list is given below, but you may also choose your own.
This paper will require some background knowledge on Twain as a writer.
Suggested Topics
Religion and Superstition
Civilization vs. Nature
The development of Huck’s consciousness
“Good” verses “Bad” characters
The novel as an example of Realism literature (verses other literary
periods)
Option #2: In essay form, answer the following question: Who is the
hero of the novel, Huck or Jim? You must form a clear argument well-supported by evidence from the text.
Every paper must include a thesis statement. Your thesis must be supported
by at least three examples, or pieces of evidence, from the text. You will be graded according to the following rubric.
Huck Finn Final Essay Rubric
|
Point Value |
Aspect of Paper |
|
40 |
Thesis
- Main idea is clear, reader
does not have to search for purpose
- Thesis can be proven
|
|
40 |
Content and Support
- Examples chosen are clear
- Evidence is used well and
cited properly
- Connection between support
and thesis is clear and well developed
- Content or paper focuses on
analysis, not plot summary
|
|
20 |
Mechanics
- Correct use of grammar, spelling,
punctuation, and point of view
- Paper is polished in style:
good use of diction, active verbs, and consistent verb tense
- Paper is well presented: organized,
typed, and double spaced
|
|
100 |
Total Points |
************************************************************
This
assignment was given to both the ninth graders and B2 ESOL students as a final project during our Romeo and Juliet unit. The
assignment required them to demonstrate their understanding of what happens to the character they are portraying during the
scene. Both classes pleasantly surprised me with their knowledge and creativity.
Create
Your Own Shakespearean Living Picture!
Preparation:
Each group will choose one scene
from Romeo and Juliet to perform for the class. As a group, you will need to decide who will play what part. In order to prepare
for your scene, you must study the script and write one line you will perform in character to the audience. This line needs
to show your understanding of the character and what happens to him or her during the scene.
How the living pictures will work:
Each character will be positioned in a
frozen pose (you must consider where and how your character would be standing during the scene). During your line, you will
move to act out perform in character, then freeze again while the other characters say their lines. Each person is responsible
for saying one line during the presentation.
First, one person from
each group will need to give a summary of what happens before and after the scene, or say why this scene is important. Each
group will need to turn in one copy of their character’s lines and scene summary to receive full credit. Each group
must also include at least one costume or prop. Extra credit will be rewarded to groups that have more than one. Be creative
and have fun!
Groups will be graded by how well their
performance answers the following questions:
Requirement check list |
Point Value |
|
Did each character say a line? |
10 |
|
Did the lines give a sense of who the character
is or what is happening to them in the scene? |
10 |
|
Did the actors use expressions and motions to
enhance the lines they spoke? (Energy!) |
10 |
|
Was the performance creative (include costumes
and/or props)? |
10 |
|
Did the group turn in a write-up of their lines? |
10 |
|
Total |
50 |
