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A Remix and AN Analysis Paper of Measure for Measure

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This project allows you to use your creative side, as well as gives you an opportunity to practice your analytical writing skills that will be useful both in a school setting, as well as outside of your academic life.

THE REMIX (25)

Take a scene in the text and represent it in another way (15). This representation could be a painting, another style of writing, a comic, a video project, a song, a piece of spoken word or anything inside and outside of the artistic realm (that gets approved by me). The “Remix” should include an explanation:

  • What the piece is of, or what it represents (a summary) (2)
  • How the piece is related to the specific scene that was chosen. Please include specific quotes that demonstrate why it’s related. (2)
  • Description of your process creating the piece (please include: material(s) you used, steps you took to complete the piece, difficulties you had creating the piece). (3)
  • How does your piece illuminate something about the scene to an audience, which may not be apparent when people simply read the scene? (3)

Make sure you get APPROVAL from me about what you would like to work on. I will check on you: FRIDAY, MARCH 11th, 2016

ANALYSIS PAPER (47)

Pick a scene (either the one you used for your REMIX or not) and write an analytical paper that discusses of the play’s OVERARCHING CONCEPT(S) or THEME(S) and how it relates to the scene. Your analysis should include:

  • A introduction (a “hook”, thesis). (5)
  • A catchy “hook”.
  • A clear, well thought out thesis (include the overarching concept).
  • Three body paragraphs, including body topic sentences and paragraph transitions. (30)
  • A conclusion. (5)

The paper should include in-text citation of quotes from Measure for Measure, as well as other texts and a “Works Cited”(3) page.

Proposal (10)

The proposal should be a single paragraph explaining:

  • What scene(s) you’d like to use for your Remix and analysis paper and why you’d like to use them. (4)
  • What difficulties you think you’d encounter while creating your REMIX. (2)
  • What theme(s) you’d like to investigate and initial discoveries of how it is related to the scene. (4)

ON DRAFT DAY, You will come in with the draft version of your analysis paper. I will give you an entire class to work on it. During that class period, I will be meeting with each of you to discuss where you are at in your writing process. A draft of your work will be due at the end of the class.

PROPOSAL DUE DATE: April 1st, 2016

DRAFT DUE DATE: April 7th, 2016

FINAL PROJECT DUE DATE: April 13th, 2016

Grade 12 Information

Grade 12 Syllabus

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Ira Cooper

Vancouver Tech Secondary

February 2016

Email: iratheenglishteacher@gmail.com

 

Measure for Measure

A Grade 12 Unit on Shakespeare

In this unit we will be exploring Shakespeare’s work, Measure for Measure. Written around 1603 or 1604, it is considered one of his comedies, and yet, once we get into the thick of it, you might start to realize that it’s not as lighthearted as many of his other humorous plays. Rather than focusing on the words, a line by line analysis of the meaning of the text, we are going to attempt to bring The Bard’s work to life, discovering how his themes and subjects are still very relevant today. The play will be a jumping off point for discussion and classroom work.

Class Structure

Shakespeare can be a dreadful subject, if it simply looked at as an old piece of literature. It can also be a lovely tool to promote classroom dialogues, which is what I am hoping it will be. This means that participation is important. We are not Shakespearean scholars, we are simply explorers. So let’s explore! Let’s find joy in bringing his words to life. I am not asking you to love Shakespeare, but to be open to the possibility that it isn’t just an old, boring relic that you are being forced to read. We will watch Shakespeare, we will interact with his world through different mediums, and we may even have a guest or two dropping in to aid us in a Shakespearean performance.

Taking Notes

Taking notes about key terms is important for doing well on later assignments, quizzes and participating in class discussions. But it’s not just a pointless high school activity. In your future careers, in filling out future applications, in university or simply making a grocery list, taking notes is crucial. You are out of milk, pickles and dog food, but instead you bought Oreo Cookies, Sour Keys and a DVD of Frozen. Why? Because you didn’t take notes!

Shakespeare on the Internet

http://www.folger.edu/

The Folger Library in Washington, D.C. is the world’s largest collection of Shakespeare materials (they also edit the Folger editions of Shakespeare’s plays that you probably read at school). Their website is as useful and information-packed as the library itself, with resources for both the casual and serious Shakespeare scholar.

http://www.shakespeare-online.com/

Basically, a one-stop shop for Shakespeare knowledge. Lots of discussions on themes, his plays and the man himself.

http://www.shakespeareswords.com/

The best online glossary to all the strange, confusing, and beautiful words that appear in Shakespeare’s works. Based on David and Ben Crystal’s incredible book, also called Shakespeare’s Words, it lets you look up any word instantly. It even features full-text editions of the plays with the definitions linked in!

http://www.gutenberg.org/

Looking for other older works, besides Shakespeare? The Gutenberg Project could be your one stop shop destination for out of print or beyond copyright texts. You don’t even have to shop, because everything on this website is free for download in a series of different formats.