English IV
Carrie Bunch
Barren County High School
Multimedia Project:
Instagram of concept in The Glass Menagerie
The aim of the Instagram Project is to challenge you to communicate a concept
from The Glass Menagerie through the use of visual images. You will choose a
theme/concept statement which you believe represents the play. Once you have
chosen that statement, you will produce a series of photos that you will post to
Instagram in the form of a photo essay.
The requirements are as follows:
1. IDENTIFY THE CONCEPT IN THE PLAY: The first two photos will portray the concept as
it is expressed in at least two specific lines from the play. In your comment for both
photos, you will quote the lines accurately and include the parenthetical
documentation for the act, scene, and page number. The group members will be
the “characters” in the photos and the tableau you create must be true to the stage
directions.
2. CONNECT THE CONCEPT FROM THE PLAY TO YOUR WORLD/LIFE: The next three
photos will portray the concept as it is demonstrated in the world around you. In your
comment for these photos, you must articulate how the concept is connected to
the play AND to contemporary society. Note: you can either agree or disagree with
the statement.
3. THE TENNESSEE WILLIAMS PLAY: On the day we take the photos, you must have
assembled and planned the props you will use to convey both the details of the play
and the ideas you want to communicate. YOU MUST BE PREPARED FOR THE PHOTOS.
4. DIVIDE RESPONSIBILITIES: You will work in a group of three or four. Each group must
have at least one student with a smart phone, ipad, or camera. If you need a
camera you may borrow mine. I have created a class Instagram account for those
of you who do not have one to use. You will need to be prepared with your photos
and captions in order for me to log you on to Instagram in class at least one day
prior to the presentations. Follow BC_EnglishIV on Instagram if you choose to post
from your own account. After you follow the class Instagram, you will be followed in
return. ***Remember, anything you have or will post to Instagram will show in the
feed and will be seen by students in my English IV classes on the Smartboard this
semester. Each group member must be responsible for the
planning/staging/arrangement/comment of at least 1 photo in the collection you
submit. Divide tasks and be fair. DO YOUR BIT!
Source: Joanna Westbrook, New Milford High School
Reading Standard: 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Writing Standard: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Speaking and Listening Standard: 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
English IV
Carrie Bunch
Barren County High School
Multimedia Project: Instagram of a Concept
Student Name: ________________________
4 Excellent
3 Good
2 Acceptable
Literal Representation
CATEGORY
Information is relevant
and specific. Students
visually portray two
specific moments in the
play where the concept
is demonstrated. The
staging of the moment
is visually accurate,
insightful, and based on
the language of the
play.
Information is relevant
and specific. Students
visually portray two
specific moments in the
play where the concept
is demonstrated. The
staging of the moment
is visually accurate and
based on the language
of the play.
Information is
incomplete or
irrelevant—student
does not seem to
understand how the
words of the play link
to the chosen concept.
Real World Connection
Information is relevant
and specific. Students
visually portray three
specific moments in the
real world where the
concept is
demonstrated. The
moments are visually
accurate, insightful, and
based on the concept of
the play.
Information is relevant
and specific. Students
visually portray three
specific moments in the
real world where the
concept is
demonstrated. The
moments are visually
accurate and based on
the concept of the play.
Originality
Product shows a large
amount of original
thought. Ideas are
creative and inventive.
All five photos are
visually interesting and
compelling.
Students have used
correct punctuation and
complete sentences,
grammar, and spelling
in the accompanying
comment.
Product shows some
original thought. Work
shows new ideas and
insights. Most of the
photos are visually
interesting.
Information is relevant
but not as specific as a
3 or 4. Students attempt
to visually portray only
one specific moment in
the play where the
concept is demonstrated
OR one is lacking in
some key aspect. The
staging of the moment
may be inaccurate in
some way.
Information is relevant
but not as specific as a
3 or 4. Students attempt
to visually portray one
to two specific
moments in the real
world where the
concept is demonstrated
OR one is lacking in
some key aspect. The
moment may be
inaccurate in some way.
There is little evidence
of original thinking.
Inconsistent in the
collected photos of
visual interest.
Students have mostly
(no more than 2 errors)
used correct
punctuation and
complete sentences,
grammar and spelling
in the accompanying
comment. Error does
not distract.
All requirements are
met.
Students have
sometimes (3-4 errors)
used correct
punctuation and
complete sentences,
grammar, and spelling
in the accompanying
comment. Error does
not distract.
One requirement was
not completely met.
Errors distract from
product—5 or more
errors in grammar,
punctuation, or spelling.
The workload is
divided and shared
fairly by all team
members, though
workloads may vary
from person to person.
Relatively interesting,
rehearsed with a fairly
smooth delivery that
usually holds audience
attention.
The workload was
divided, but one person
in the group is viewed
as not doing his/her fair
share of the work.
Attention to Detail
Requirements
All requirements are
met and exceeded.
Workload
The workload is
divided and shared
equally by all team
members.
Gallery Walk
Interesting, wellrehearsed with smooth
delivery that holds
audience attention.
Delivery not smooth,
but able to hold
audience attention most
of the time.
1 Incomplete
Information is
incomplete or
irrelevant—student
does not seem to
understand how the
chosen concept links to
the real world.
Product is incomplete
or unfinished. Unclear
if any thought has gone
into the design.
More than one
requirement was not
completely met.
The workload was not
divided OR several
people in the group are
viewed as not doing
their fair share of the
work.
Delivery not smooth
and audience attention
lost.
Grade: ___________
Source: Joanna Westbrook, New Milford High School
Reading Standard: 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Writing Standard: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Speaking and Listening Standard: 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.