The
You
will work in collaborative groups of students who have chosen the same book
(no less than three, no more than seven to a group). Your task is to create
a museum exhibit about your novel. The
group’s assignment is to work as curators creating a museum exhibit for The
Museum of Literature. The display must be attractive, organized,
and effective. Use the Fernbank Museum of Natural History in combination with
Each
group should designate the following jobs within the group (all jobs must be
assigned):
ü
Organizer and Chief Exhibit Guide (gets group going, organizes assignment,
suggests ways for appointing responsibilities, sets deadlines)
ü
Recorder (keeps record of who is supposed to do what
and when)
ü
Materials
Handler (collects and
keeps track of research and display items; assists display designer)
ü
Multimedia
Director (plans,
learns, or creates computer presentation, implements, and produces portion of
presentation via computer, collaborates with Organizer, Materials Handler, and
Display Designer, coordinates content entry, and assists other team members)
ü
Display
Designer (designs
placement of exhibit items and construction of display area; manages setup and
takedown of display; returns all items to appropriate person)
ü
Reading
Coach (paces reading
and schedules discussions of content; reading coach must turn in a record of
reading schedule and discussion days to teacher; plans discussion sessions)
ü
Personnel
Manager-Lion Tamer
(keeps group on task, heads off wasted time and effort, keeps a journal of how
the group works cooperatively together and solves problems concerning
assignments or interpersonal relationships; assists in working out problems
among members; requests intervention from teacher when appropriate; notifies
teacher of personnel problems. Notify me ASAP of any personnel problems).
Each person must document how, when, and in what manner he/she
performs his/her job + task and complete a self and group evaluation.
Please note that the recorder, reading coach and personnel
manager need to turn in notes/journal/schedule at the end of the project.
After-school coaching sessions with the teacher
will be available to your group by appointment. One reading discussion (before
or after school or during guided study) is mandatory with the teacher. However, one of the goals of this project is
to prove to you that you are competent and ready to do independent reading and
independent conclusions.
Each
display must have the following components:
1. QUOTATIONS: 10 key quotations relating to the book
v
5
quotations from the author about the novel or writing (pertinent to book’s
themes)
v 5 quotations from
the novel itself
v
Display
in ENLARGED form
v
IDENTIFY
the source of each quotation (bibliographic citation—MLA format)
v
With
the display, write an explanation of the significance of each quotation
from the novel (you don’t have to do this for the author quotes).
2. THEME MUSIC: The
Museum
prefers original compositions pre-recorded by
group
member(s). Purchased music is acceptable
if necessary. Write an explanation of
the music used in connection to the book’s themes. (highest possible score in this category reserved
for original music)
3. ART:
Create an expression of the themes/ideas/topics of the book. Suggestions:
painting, sculpture, pottery, model, print, cartoon, caricature,
jewelry, videotape of original choreography.
Other options: videotape a
commercial with graphic art advertising the book or a public service
announcement with special effects encouraging people to read the book;
videotape a important scene of the book; videotape an interview with the author
or a character.
4.
CHARTS, DIAGRAMS, OR GRAPHS:
Create one (or more) representation of the relationship of style to
content, the use of imagery, thematic issues, stylistic techniques, physical or
moral laws of the book’s universe, changes in diction or tone.
5. CREATE A MULTIMEDIA COMPUTER DISPLAY: Your curator crew must present some aspect of
the museum exhibit via multimedia software (a web page, game, or Powerpoint
exhibit). Your group’s use of the
computer should provide an interactive experience for museum visitors.
6. Exhibit three examples of the book’s STYLE. Research what reviewers have said about the
author’s writing style and select three “perfect” passages which illustrate the
author’s techniques (use MLA style for page numbers). Write a one paragraph explanation/description
for each example, and be sure to use MLA style to cite the sources you used. Display the passages and explanations in
enlarged form.
7.
SOUVENIRS: Display three
souvenirs from the character’s life or supply artifacts from the geographic or
ethnic background. (Do
not confuse with #8 or 10.)
8. FAVORITE OR SYMBOLIC FOOD, PLANT, OR
ANIMAL: Provide an explanation
relevant to book or author’s biography. If food is used, provide samples for
entire class plus paper goods (if necessary).
9.
VOCABULARY: Display a “butterfly collection” of ten new word specimens
from the book. (Your collection could include leaves, fish, flowers, quilt
squares, baseball cards, gem stones, arrowheads, tombstones, telegrams, coins -
any category of items relevant to book.)
Label each word with definition and the sentence from the text in which
it was used (use MLA style for page numbers). Select words that are
interesting, unusual, rare, new, or essential.
10. TIME CAPSULE: Provide the historical overview of the book’s
setting with representative items such as news clippings, clothing, inventions,
recreation items, time lines, or other information to illustrate the time
period. Create an appropriate container.
11. STATEMENTS OF THEME: Use complete sentences to state themes. Be specific, accurate, and precise but not
simplistic; don’t forget about the complexity of the work. Do not be redundant. Include at least two themes.
EXTRA CREDIT (you can do two): Design spin-off
products (t-shirts, caps, cups, clothes, stationery, toys, comic books,
sit-com concepts on video, movie versions, perfume, food, dolls, books) that
could be sold in your museum gift shop.
All 11 tasks must be assigned, regardless of
number of people in group.
Each
group will make a 30-45 minute presentation of the exhibit to the class.
Group
members are to participate as exhibit guides as if they were in a real
museum. One member must serve as central
spokesperson. Dress accordingly on the
day of presentations.
A
cohesive theme must be present for the entire display.
Make
the display visually interesting and stimulating. Use different types of media. Don’t be afraid to break boundaries. Convince
the audience of the worth and importance of this book.
Be
sure to bring any extension cords or sound devices your group may need.
Grade weight: counts as three major grades:
ü
You will receive an individual grade based on
a self-evaluation, a group survey, the tasks assigned to you, and my evaluation
of the quality of work done for those specific, individual tasks plus the group
presentation.
ü
You will have several days of class time for
research and organization (not in a row!).
ü
You will have several of class time for
progress checkpoints with the teacher and discussion with your group
members. Your group must meet once with
me before or after school as well before the presentation (make an
appointment).
Timeline:
Novel choices due by: March
19
Group assignments: March 20
Draw for presentation
dates: March 31 or April 1
Class time for
organization: March 31 or April 1
Class time for discussion and check points: April
18
Class time for research
and organization: May 2
Class time for discussion
and check points: May 15 or 16
Presentation dates: May 19-21
(final exam day)