grapes of wrath2
DESCRIPTION
film studiesTRANSCRIPT
Student Page
“Greatness of heart and spirit”
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 10th Grade English
Designed by
Shaun [email protected]
Based on a template from The WebQuest Page
“Greatness of heart and spirit”A personal epic based on John Steinbeck’s The Grapes of Wrath
First edition cover of The Grapes of Wrath
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Ask yourself this question as you read, see, listen, and experience your own epic: How is the epic journey described in The Grapes of Wrath a universal experience?
You have entered the Depression. Formerly living the American Dream, you have found that the collapse of the U.S. economy has affected you personally.
To immerse yourself in the experience, look through this photo album and see what is happening around you. Do you recognize any of the characters from The Grapes of Wrath?
Introduction
Look at pictures and listen to some of the music from the California migrant farm worker camps.
Dorothea Lange’s “Migrant Mother” photographs
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Your personal epic…
Read or listen to what Steinbeck said when receiving the Nobel Prize for Literature in 1962. What do you think about the writer’s duty “to declare and celebrate man’s proven capacity for greatness of heart and spirit?”
For this assignment you are exploring the idea of man’s innate greatness while undergoing an epic journey during the Depression, just as the Joads are. From your first-person perspective you will create a record of your experiences during the Depression.
Title
The Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
After developing an idea of who you are, you will create a series of entries in either journal form, handwritten or Word, or blog form. Your entries should be told from first-person perspective using each of the prompts in the order of your choice. Feel free to explore additional topics as they relate to your character. Wrap up your journal from your real-life, present-day perspective, using the further questions in the Conclusion as prompts.
In all you should have 8 to 10 well-developed entries, and you should use additional illustration: visual illustrations, musical examples, mementos, etc.
Prompts:•First, create a persona for yourself. How old are you? Are you male or female? Do you have a family? What did you do for a living before the stock market crash? What do you do now? Describe yourself in your first journal entry. Look at some of these websites to see how different people have been affected by the Depression. Describe your life before the Depression.•Describe the impact of the Depression on you personally. Bring in details from The Grapes of Wrath.•Rewrite a scene from The Grapes of Wrath from your perspective.•Farmers in the Dust Bowl have been hit hard by drought. Write about your character’s experiences related to farming. Have you met someone affected by the drought? Pretend you’ve met one of the Joads or have heard about them.•Minorities have additional difficulties; segregation and discrimination compound the economic problems caused by the Depression. Write about discrimination you have seen or experienced during your epic. What examples can you think of from The Grapes of Wrath?•Listen to this recording of Bruce Springsteen’s “The Ballad of Tom Joad.” What elements or scenes from The Grapes of Wrath do you hear in it? Listen to music from your time. If you like, post music that is appropriate to your situation. Write a post about the music of the time or write your own lyrics about another character from The Grapes of Wrath.•Look at art of your time. Would these depictions show your personal experiences? Write about an event, emotion, or experience shown in this art or about an encounter with the artist or work of art. If you like, add your own sketch of a scene from The Grapes of Wrath.
The Process
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Further questions:• Look at this website about the film O Brother Where Art Thou? and The Odyssey. How is your epic journey or Steinbeck’s different from these? How are they similar?• Look at Cesar Chavez’s experiences with migrant farm workers and migrant farm workers today. How do the events of The Grapes of Wrath relate to these modern-day experiences?• Listen again to Steinbeck’s views on man’s “capacity for greatness of heart and spirit.” What do you think he meant? Can you think of examples from The Grapes of Wrath that would support this idea? Can you think of examples from other texts? Do you agree with him?
Conclusion
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
CATEGORY 20 15 10 5 Score
Number and Quality of Entries
Journal contains at least 8 well-developed entries.
Journal contains just under 8 entries, or some entries are not as fully developed.
Journal contains well below the required number of entries, or many entries are inadequately developed.
Journal contains well below the required number of entries and little effort has been given to their writing.
Entry Topics and Voice
Entries address a wide variety of topics and include a well-developed character description of the author. Entries are convincingly written in first person.
Entry topics are varied and written from the first-person perspective.
Entry topics are less varied and there is not always a clear sense of the author as a character.
Entry topics are less varied; topics are repeated; the author's persona is absent in most of the entries
Additional Illustrations
The journal uses a wide variety of different types of illustrations in the narrative.
The journal uses some additional illustrations in the narrative.
The journal uses at least one additional illustration in the narrative.
The journal uses no additional illustrations in the narrative.
References to The Grapes of Wrath
The journal shows an understanding of the novel's events and relates details and themes convincingly to the entries.
The journal shows an understanding of the novel's events and makes some connections to the entries.
The journal refers to the novel.
The journal does not refer to the novel.
Further Questions
The author thoughtfully answers the Further Questions by connecting a number of texts and experiences.
The author makes some connections between different texts and experiences and the Further Questions.
The author tries to connect some texts and/or experiences to the Further Questions.
The author does not make connections with other texts and experiences.
Evaluation
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Thanks to the English teachers are Phillips Academy Andover for providing a terrific list of web resources related to The Grapes of Wrath.
Thanks also to The WebQuest Page and The WebQuest Slideshare Group , where you too can acquire the latest version of this template and training materials.
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 10th Grade English
Designed by
Shaun [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
“Greatness of heart and spirit” (Teacher) A personal epic based on John Steinbeck’s The Grapes of Wrath
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Ask students this question to begin the Webquest unit. They should have already read The Grapes of Wrath in class, and this activity is designed to sum up the experience for them and make them reflect on possible historical, social, and textual connections, in the context of what they know about the epic.
How is the epic journey described in The Grapes of Wrath a universal experience?
You have entered the Depression. Formerly living the American Dream, you have found that the collapse of the U.S. economy has affected you personally.
To immerse yourself in the experience, look through this photo album and see what is happening around you. Do you recognize any of the characters from The Grapes of Wrath?Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This project is designed for 10th grade English students who have completed John Steinbeck’s The Grapes of Wrath. It could be used equally well with older high school students.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The NCTE standards addressed:1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Students will create a persona and a series of entries in either journal form, handwritten or Word, or blog form told in first-person perspective and using the prompts below. Additional topics should be encouraged, and the journal should be concluded with personal reflections from a present-day perspective, using the further questions in the Conclusion as prompts. The final project should be made up of 8 to 10 well-developed entries, and students should be encouraged to use additional illustrations. Providing examples of appropriate illustrations will be helpful. Additional prompts developed by students can be shared with the class. Combining this lesson with a technology classroom lesson on blogs may also prove productive.
Prompts:•First, create a persona for yourself. How old are you? Are you male or female? Do you have a family? What did you do for a living before the stock market crash? What do you do now? Describe yourself in your first journal entry. Look at some of these websites to see how different people have been affected by the Depression. Describe your life before the Depression.•Describe the impact of the Depression on you personally. Bring in details from The Grapes of Wrath.•Rewrite a scene from The Grapes of Wrath from your perspective.•Farmers in the Dust Bowl have been hit hard by drought. Write about your character’s experiences related to farming. Have you met someone affected by the drought? Pretend you’ve met one of the Joads or have heard about them.•Minorities have additional difficulties; segregation and discrimination compound the economic problems caused by the Depression. Write about discrimination you have seen or experienced during your epic. What examples can you think of from The Grapes of Wrath?•Listen to this recording of Bruce Springsteen’s “The Ballad of Tom Joad.” What elements or scenes from The Grapes of Wrath do you hear in it? Listen to music from your time. If you like, post music that is appropriate to your situation. Write a post about the music of the time or write your own lyrics about another character from The Grapes of Wrath.•Look at art of your time. Would these depictions show your personal experiences? Write about an event, emotion, or experience shown in this art or about an encounter with the artist or work of art. If you like, add your own sketch of a scene from The Grapes of Wrath.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
John Steinbeck’s The Grapes of Wrath
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
http://www.english.uiuc.edu/maps/depression/dustbowl.htmhttp://www.loc.gov/rr/print/list/128_migm.htmlhttp://memory.loc.gov/ammem/fsowhome.htmlhttp://www.english.uiuc.edu/maps/depression/photoessay.htmhttp://memory.loc.gov/ammem/afctshtml/tshome.htmlhttp://memory.loc.gov/ammem/aaohtml/exhibit/aopart8.htmlhttp://www.americaslibrary.gov/cgi-bin/page.cgi/aa/activists/chavezhttp://nobelprize.org/literature/laureates/1962/steinbeck-speech.htmlhttp://www.brucespringsteen.net/songs/TheGhostOfTomJoad.htmlhttp://news.bbc.co.uk/2/shared/spl/hi/world/04/migration/html/migration_boom.stmhttp://migration.ucdavis.edu/http://www.english.uiuc.edu/maps/depression/artgallery.htmhttp://www.usd.edu/anth/epa/dust.htmlhttp://www.pbs.org/wgbh/amex/dustbowl/peopleevents/pandeAMEX05.htmlhttp://www.dlanderson.com/farmworker/http://5x5media.com/eye/film/obrother.phphttp://middle.usm.k12.wi.us/faculty/taft/Unit7/citylife.htmhttp://www.eyewitnesstohistory.com/snprelief1.htm
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Students will be scored using a rubric based on the following ideal criteria:
Number and Quality of EntriesJournal contains at least 8 well-developed entries.
Entry Topics and VoiceEntries address a wide variety of topics and include a well-developed character description of the author. Entries are convincingly written in first person.
Additional IllustrationsThe journal uses a wide variety of different types of illustrations in the narrative.
References to The Grapes of WrathThe journal shows an understanding of the novel's events and relates details and themes convincingly to the entries.
Further QuestionsThe author thoughtfully answers the Further Questions by connecting a number of texts and experiences.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
By looking at economic, historical, and social conditions during the Depression, students should better be able to understand the events of The Grapes of Wrath. Tying these events to present-day events may make this classic novel more relevant for many students. The suggested journal prompts are designed to make students analyze a variety of source materials and make connections between a variety of texts and text types, as well as teaching students how information on the web can be used in a layered and multi-disciplinary way. The writing portion of this assignment is designed to exercise a variety of voices and to explore the genre of journal, possibly linking it to current-day blogging practices. The guiding question is intended to make students explore the idea of the epic and the heroic figure, central to this particular novel.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Thanks to the English teachers are Phillips Academy Andover for providing a terrific list of web resources related to The Grapes of Wrath.
Thanks also to The WebQuest Page and The WebQuest Slideshare Group , where you too can acquire the latest version of this template and training materials.
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)