Individual Reading Assignment
1st 9 weeks project
English 11 Honors
Objectives
Students will:
 indicate personal preferences by choosing a novel and its accompanying film for class
study from a teacher-provided list.
 demonstrate understanding of the elements of fiction by creating a journal to guide their
discussion.
 write about the novel and film in various areas.
 work individually to create a graphic representation of their novel and film.
 present their graphic to the class as a way of sharing their novel and film and connecting
their graphic representation to the novel and film.
Choosing your novel and film
You may use one of the British novels I have suggested, or you may find your own. Be sure to
have your parents sign the form to indicate that they are aware of and approve of your choice.
Once you have chosen the novel, you will have some time in class to read and begin journaling
on your book, but most of your reading will have to be completed outside of class. You will need
to find and view the film version on your own time.
Reading and Journaling:
While you are reading and viewing, you will keep a journal. You should have one journal page
for every two-three chapters (at least) and you should create the journal as you read and view.
You may annotate in the book if it’s your personal copy, but you will need to journal separately
for the film. Journaling will contain:
1. graffiti: drawings, shapes, symbols, and colors that reflect the novel’s setting, characters,
plot structure, point of view, themes, and symbols.
2. words and phrases that come to mind while you read and watch that reflect setting,
characters, plot structure, point of view, themes, and symbols.
3. direct quotations from the novel and film that reveal your thoughts on the setting,
characters, plot structure, point of view, themes, and symbols.
Written Assessment:
1. Brief summary of the story: concentrates on plot and characters, includes essential
details, 2 paragraphs maximum
2. Personal response 1: student’s reaction to the novel is given, with explanation and
reasoning, 1 paragraph
3. Motifs and symbols: at least one motif and at least one symbol from the novel – discuss,
using examples, 2 paragraphs (1 for motif, 1 for symbol)
4. Major Literary Elements: at least 2 elements from the novel - discuss (identified and
purpose explained) using examples, 1-2 paragraphs
5. Author’s theme: at least one theme from the novel is discussed and examples that
exemplify theme throughout the novel are given, 1 paragraph
6. Film’s theme: Discuss how the filmmaker handles the development of the major theme
you identified from the book. Is that theme the major one in the film, or has the
filmmaker focused on another idea?
7. Personal response 2: student’s reaction to the film is given, with explanation and
reasoning focusing on handling of plot elements and casting, 1-2 paragraphs
Graphic Representation:
 Choose your medium of graphic representation: physical (graffiti wall or other
tangible visual) or digital (Poster My Wall, Prezi, Photostory, Glogster,
PowerPoint, etc.)
 Using the medium of your choosing, combine the graphics, words and phrases,
and quotations that reveal and represent the elements of fiction from your novel
and film about which you’ve journaled.
 Everything in your journal may not become part of your final product. Choose
what is best from your thoughts in your journal to make your final outcome
complete.
 The following criteria need to be followed and are covered on the rubric:
1. Graphics are easily viewed.
2. Required elements of fiction are addressed and are relevant to
novel and film: setting, characters, plot structure, point of view,
themes, and symbols.
3. Content – Quotations, words, phrases, graphics are well chosen
and are relevant to novel and film.
4. Writing conventions are used correctly.
5. Attractiveness - product is attractive in terms of design and
layout.
6. Class Time – class time was used wisely.
7. Journal is turned in with final project.
8. Oral Presentation –
A. Student can explain his or her product, the elements, and
how those elements fit into the development of the novel
and film.
B. Student is prepared to answer any questions raised by
the class.
C. Student listens carefully to other presentations, takes
notes, and is prepared to contribute to class discussions.
Recommended Reading
George Orwell
Animal Farm
1984
Jane Austen
Pride and Prejudice
Emma
Sense and Sensibility
Charlotte Bronte
Jane Eyre
Charles Dickens
A Christmas Carol
Great Expectations
David Copperfield
Oliver Twist
A Tale of Two Cities
Daniel Defoe
Robinson Crusoe
Elizabeth Gaskell
North and South
Frank McCourt
Angela’s Ashes
Cecilia Ahern
P.S. I Love You
C.S. Lewis
The Chronicles of Narnia
The Screwtape Letters*
J.K. Rowling
Harry Potter series (books 5, 6, or 7)
James Joyce
Portrait of an Artist as a Young Man
D.H. Lawrence
Sons and Lovers
The Rainbow
Women in Love
Lady Chatterley's Lover
Virginia Woolf
Mrs. Dalloway
Evelyn Waugh
Brideshead Revisited
Lewis Carroll
Alice in Wonderland
H.G. Wells
War of the Worlds
The Time Machine
George Eliot
Middlemarch
Robert Louis Stevenson
The Strange Case of Dr. Jekyll and Mr. Hyde
Oscar Wilde
The Picture of Dorian Gray
The Importance of Being Ernest
Arthur Conan Doyle
The Adventures of Sherlock Holmes (short stories must equal a minimum of 200 pages)
Bram Stoker
Dracula
Henry James
The Portrait of a Lady
The Turn of the Screw
The Wings of the Dove
J.R.R. Tolkien
The Lord of the Rings (one volume of the series)
5 Types of Imagery
Different types of imagery correspond to different senses.
When we hear the word imagery, we usually associate it with some form of visual representation
in our minds. We think about pictures and images. But, that's not all there is to imagery. Imagery
is more complex.
Essentially, there are five types of imagery, each corresponding to one of our senses: visual,
auditory, kinesthetic, olfactory (smell), and gustatory (taste).
The key to good imagery is engaging all five senses.
Here are some examples of words specific to the five sensory systems:
Visual
Auditory
Kinesthetic
Olfactory
Gustatory
picture
flash
bright
sharp
clear
see
light
dark
large
blue
scream
shout
listen
tone
whisper
ring
utter
nasal
squeal
quiet
feel
warm
grasp
sharp
peaceful
cold
rugged
joyful
fuzzy
hard
pungent
fragrant
sweet
dank
rich aroma
stinky
musty
rotten
odor
essence
sweet
sour
salty
bitter
fresh
juicy
bland
burnt
zesty
tangy
The following examples will take you through all the senses and will guide you to evoke specific
imagery internally. For best results, close your eyes during visualization.
Visual
To evoke visual imagery, visualize the following:
A shape: circle, triangle, square
An oak tree
A rose
A sailing boat
A button
A computer
Auditory
To evoke auditory imagery, imagine the following:
The wind blowing through the trees
The ring on your telephone
The sound of your computer keyboard
Scales played on a guitar
Water lapping on a lake shore
Olfactory
To evoke olfactory imagery, conjure up the following smells:
Petrol fumes
Newly baked bread
Chlorine
New mown grass
Freshly brewed coffee
Gustatory (taste)
To evoke gustatory imagery, imagine the taste of:
Sugar
Bananas
Salt
Lemon
Toothpaste
Kinesthetic
Kinesthetic imagery can be further divided into: sense of touch, temperature, movement, and
feelings.
Touch - imagine the feelings of:
Standing barefoot on a sandy beach
Running your fingertips on satin fabric
Holding a smooth pebble
Temperature:
Sunlight falling over your arm
Holding an ice cube
Stepping into a warm bath
Movement - feel yourself engaged in an activity:
Swimming
Running on grass
Throwing a ball
Feelings - what does it feel like in your body to be:
Peaceful
Angry
Sad
Calm
Happy
These are the main five types of imagery. Engage as many senses as you can when you are doing
visualization or guided imagery.
Color Symbolism Chart
Color
Symbolism
Red
Excitement, energy, passion, desire, speed, strength, power, heat, love, aggression,
danger, fire, blood, war, violence, aggression, all things intense and passionate.
Yellow
Joy, happiness, optimism, idealism, imagination, hope, sunshine, summer, gold,
philosophy, dishonesty, cowardice, betrayal, jealousy, covetousness, deceit, illness,
hazard.
Blue
Peace, tranquility, calm, stability, harmony, unity, trust, truth, confidence,
conservatism, security, cleanliness, order, loyalty, sky, water, cold, technology,
depression, appetite suppressant.
Orange
Energy, balance, warmth, enthusiasm, vibrant, expansive, flamboyant, demanding of
attention.
Green
Nature, environment, healthy, good luck, renewal, youth, vigor, spring, generosity,
fertility, jealousy, inexperience, envy, misfortune.
Purple
Royalty, spirituality, nobility, spirituality, ceremony, mysterious, transformation,
wisdom, enlightenment, cruelty, arrogance, mourning.
Gray
Security, reliability, intelligence, staid, modesty, dignity, maturity, solid, conservative,
practical, old age, sadness, boring
Brown
Earth, hearth, home, outdoors, reliability, comfort, endurance, stability, simplicity, and
comfort.
White
Reverence, purity, simplicity, cleanliness, peace, humility, precision, innocence, youth,
birth, winter, snow, good, sterility, marriage (Western cultures), death (Eastern
cultures), cold, clinical, sterile.
Black
Power, sexuality, sophistication, formality, elegance, wealth, mystery, fear, evil,
anonymity, unhappiness, depth, style, evil, sadness, remorse, anger, underground, good
technical color, mourning, death (Western cultures).
Guiding Questions for Film Study
Individual Reading Project
English 11 Honors
1. What is the movie’s time period and location? What words and phrases would
you use to describe the setting?
2. How does the setting work with (or against) the characters and the plot?
3. What do the setting and other visual cues show about the time period? How do
the clothes, buildings, and other visual elements indicate the film’s time period?
4. Why do you think these particular actors were chosen to portray these characters?
Do these actors fit their roles in your opinion, or do you think the casting was
poor? Explain.
5. Which characters were well-developed? Which characters were simple, and
which were complex? Did any characters grow or change over the course of the
film?
6. Are any of the characters’ stories or personalities changed from the way they are
in the novel?
7. Think about the symbols and motifs you journaled about as you read the novel.
Do these same symbols and motifs appear in the film? If so, do they appear in the
same way, or are they used differently?
8. Discuss the use of special effects. Evaluate the film in terms of music, artistic
quality, and crafting.
9. What does the film change or leave out from the book? Do you agree with these
filmmaking decisions, or does it lessen the story?
10. What were you feeling as you watched the film? Happy? Hopeful? Excited?
Bored? Sad? Uncomfortable? What contributed to these feelings?
11. Did seeing the film version add to your understanding of any of the aspects of the
novel? In other words, is there something you didn’t quite understand in the
novel that was made clear to you in the film?
12. Which do you prefer: the play or the film? Why?
Independent Reading Assignment
English 11 Honors
Dear Parents,
Please sign below indicating that you are aware of your child’s choice for an outside
reading and viewing assignment for the 1st 9 weeks of this course. I have asked each
student to choose a novel by Wednesday, August 29 to read and watch a film version of
in addition to the work we do in class. Students received an assignment today (8/20/12)
to accompany the reading of this novel and viewing of this film. Throughout reading and
viewing, the students are asked to either keep a process journal and to annotate in their
novels. Students will complete a project on this novel involving a written product, a
visual product, and an oral presentation that is due Wednesday, October 10. The novel
must be by a British author and must have a film version. I have provided the students
with a list of possible choices, but they may venture outside of this list. Please do not
hesitate to call or email with any questions.
Phone: 582-4347 ext. 2130
Email: colwelkw@spart6.org
Thank you,
Katie Colwell
________________________________
(Student name)
________________________________
(Book title and author)
________________________________
(Parent signature)
Rubric for Graphic Representation
Name: _____________________
A.
Content – Quotations, words, phrases, graphics are well chosen and are
relevant to novel and film. It is made clear which elements are in the novel
and which are in the film. Required elements of fiction are addressed and are
relevant to novel and film: setting, characters, plot structure, point of view,
themes, and motifs and symbols. (50)
B.
Writing conventions - used correctly. Quotations are documented correctly.
(10)
C.
Attractiveness - Product is attractive in terms of design and layout. Graphics
are easily viewed. (15)
D.
Oral Presentation – (25)
 Student can explain his or her product, the elements, and how those
elements fit into the development of the novel and film.
 Student is prepared to answer any questions raised by the class.
 Student listens carefully to other presentations, takes notes, and is
prepared to contribute to class discussions.
Total Grade: ___________
Comments:
Rubric for Written Portion
Student’s Name:__________________________
Journal/Annotations (20)
Brief summary of the story: concentrates on plot and characters, includes essential details, 2
paragraphs maximum (10)
Personal response 1: student’s reaction to the novel is given, with explanation and reasoning, 1
paragraph (10)
Motifs and symbols: at least one motif and at least one symbol from the novel – discuss, using
examples, 2 paragraphs (1 for motif, 1 for symbol) (10)
Major Literary Elements: at least 2 elements from the novel - discuss (identified and purpose
explained) using examples, 1-2 paragraphs (10)
Author’s theme: at least one theme from the novel is discussed and examples that exemplify
theme throughout the novel are given, 1 paragraph (15)
Film’s theme: Discuss how the filmmaker handles the development of the major theme you
identified from the book. Is that theme the major one in the film, or has the filmmaker focused on
another idea? (15)
Personal response 2: student’s reaction to the film is given, with explanation and reasoning
focusing on handling of plot elements and casting, 1-2 paragraphs (10)
Total: __________________
Comments: