A THEMATIC LITERARY RESEARCH PROJECT
English Literature
Three Fold Brochure Using Adobe® PageMaker® or InDesign®
Amy Scott
Coral Reef Magnet High School
Miami, FL
A THEMATIC LITERARY RESEARCH PROJECT
Contents Page
1. Teacher Statement
2. Course Overview
Objectives
- State and National Standards
- Reading and On-line Technical resources
- Hardware specifications
- Adobe software list
3. Research Resources and Technical Resources
4. Lesson Plan Table
5. State Standards
6. Detailed Lesson Plans
7. Forms and Handouts
- Brochure Template
- Evaluation Form Based on State Standards
8. Tutorials
9. Student Portfolio
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A THEMATIC LITERARY RESEARCH PROJECT
Teacher’s Statement
Amy Scott
Thematic Literary Research Project
Coral Reef Magnet High School
Miami, FL
The Research Project:
This is a three class project in which students explore literature in
context by reading and researching three thematically grouped short
stories, studying their respective authors, and putting the stories into
context by researching related real-life statistics on the theme of each
story. The purpose of this approach is to reinforce the meaning of
each story and its impact on the student by relating the literary
experience to social research.
The Themes:
• The first theme centers on teen issues: conformity, crime,
sexuality, and suicide.
• The second theme targets women’s studies: the difficulty of
being a woman in a male-dominated society and/or gender
expectations.
• The third theme encompasses war: its causes and effects on
the human spirit.
• The forth theme deals with man and society: the protagonist’s
struggle to either gain acceptance within his own culture or to
defy its traditions and expectations.
Procedure:
After groups have been assigned, a team leader is appointed who will
divide the work equally amongst students and keep the members on
task and on time. The team leader will also be responsible for
compiling and printing ten copies of the final double sided, three fold
brochure to be completed by each team; therefore, he/she will receive
extra credit for his/her part in the project.
Course Title
Amy Scott, “Scottie”
Coral Reef Magnet High School
Miami, Florida
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A THEMATIC LITERARY RESEARCH PROJECT
Course Overview
Course Overview
Overview of Project:
Over a span of three class periods, students will research three
thematically grouped short stories, their respective authors, and
related real-life statistics.
Areas of Research:
• Important biographical facts about the author: picture, place of
origin, themes, noted works
• Manner in which the author treats your assigned theme.
Provide two separate critical views (by two different critics) of
the author’s respective treatment of war, coming of age,
women’s studies, or man in society as it applies to his/her
short stories.
• General statistics and facts related to your theme (i.e. teenage
crime, sexual behavior, war, women’s issues, etc).
Final Project:
The information collected will be compiled and published as a literary
brochure. The contents will be presented on the fourth day as a
PowerPoint presentation or as a Word Document. A template has
been provided as a guide to formatting the final brochure. Each
student must complete two panels and save them on disc:
1.
One critical analysis of one short story combined with an author
biography
2.
A choice of the title page, the work cited page, or the real-life
connections (statistics)
Florida State Sunshine Standards:
http://www.firn.edu/doe/curric/prek12/pdf/langart9.pdf
Reading
Standard 1:The student uses the reading process effectively.(LA.A.1.4)
Standard 2: The student constructs meaning from a wide range of texts.
(LA.A.2.4)
Writing
Standard 1:The student uses writing processes effectively.(LA.B.1.4)
Standard 2: The student writes to communicate ideas and information
effectively. (LA.B.2.4)
Listening, Viewing, and Speaking
Standard 1:The student uses listening strategies effectively.(LA.C.1.4)
Standard 2:The student uses viewing strategies effectively.(LA.C.2.4)
Standard 3:The student uses speaking strategies effectively.(LA.C.3.4)
Language
Standard 1:The student understands the nature of language.(LA.D.1.4)
Standard 2:The student understands the power of language.(LA.D.2.4)
Literature
Standard 1: The student understands the common features of a variety
of literary forms. (LA.E.1.4)
Standard 2: The student responds critically to fiction, non-fiction, poetry,
and drama. (LA.E.2.4)
(See Detailed Lesson Plans for Standards Evaluation Criteria.)
Technology Specifications
- Hardware
Standard desktop computer
Color Printer (Double Side Printer Attachment will be helpful)
Wacom Tablet
- Adobe Software: Adobe PageMaker or InDesign
- Alternate Software: Microsoft Word, Publisher
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Research Resources:
Technical Resources:
Contemporary Literary Criticism Series
On-line Training:
Gale Research Co
835 Penobscot Blvd.
Detroit, Michigan
48226-4094
www.adobe.com/education/training/main.html
Free Adobe online training courses to learn basic tools and concepts at
your own pace. Each course features voice and text narration and
animated visuals.
Literary Criticism, ISBN 0-7876113,
19th Century , ISBN 0-8103
http://studio.adobe.com/
Short Story, ISBN 0-8103-8469-8, 0-8103-8930-4
Adobe Studio
Design resources for Web, print, digital imaging, and digital video
Something About the Author Series, ISBN 0-8103-9373-5
Dictionary of Literary Biography
Documentary Series, ISBN 0-8103-0927-0
Contemporary Authors, ISBN 0-8103-4519-6
Go For the Grid!
On-line lesson in using a Grid System for guiding page layout using
graphics, text, photos and illustrations.
http://coe.sdsu.edu/eet/articles/gridlayout/start.htm
Adobe Classroom in a Book
http://www.adobe.com/misc/books.html
www.amazon.com
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One Page Lesson Plan Table
Lesson
Lesson Summary
Handouts and URL’s
1.
Review and Select Assigned Reading
Assign Work Groups:
Appoint a team leader who will divide the
work equally amongst students and keep the
members on task and on time.
Get each student’s phone number and/or
email address for needed correspondence.
The team leader will also be responsible for
compiling and printing the final brochure;
therefore, he/she will receive extra credit for
his/her part in the project.
Thematic Topics Paired to Short Stories:
Coming of Age:)“Greasy Lake” , “A &P”, “Where Are You
Going; Where Have You Been?”, “Secret Lion” “Doe
Season”
War:
“Old Milon”, “Crossing Into Poland”, “A Clean Well-Lighted
Place”
Women’s Studies:
“The Chrysanthemums”, “A Woman on the Roof”,
“Rappaccini’s Daughter”, “A Rose for Emily”
“Doe Season”, “Where Are You Going; Where Have You
Been?”
Man in Society:
“A Rose for Emily” (old vs. new South),
“Young Goodman Brown” (good vs. evil),
“A &P” (the individual vs. conformist)
2.
Reading and Writing Assignments:
- Complete one critical analysis of one short story
combined with an author biography
- Research each story and literary period using the
appropriate research books
- Take notes for Real Life Connections essays
- Keep a record of all Work Cited
Project Assignment:
- Write all Essays
- Complete Title Page, Work Cited Page or Real-life
connections page layouts using the Brochure panel
template
- Print individual pages and submit work for individual
grades
Project and Speaking Assignment:
- Complete entire brochure with each team member
contribution
- Print 10 Copies for distribution
- Presentations on all research
See Brochure Template
3.
4.
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Tutorials
Tutorial 1.
Layout in InDesign
Tutorial 2.
Layout in PageMaker
See Brochure Template
SEE NOTES ON PRINTING
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Detailed Lesson Plan
Lesson 1: Introduction to Thematic Topics Project
Assign Work Groups
Appoint a team leader who will divide the work equally amongst
students and keep the members on task and on time.
- Get each student’s phone number and/or email address for needed
correspondence.
- The team leader will also be responsible for compiling and printing the
final brochure; therefore, he/she will receive extra credit for his/her part
in the project.
Begin Reading Assignments
Read stories selected for your project and discuss the work and the
project with your team members.
Use the reading process effectively, following the guidelines below:
1. Select and use pre-reading strategies that are appropriate to the text,
such as discussion, making predictions, brainstorming, generating
questions, and previewing, to anticipate content, purpose, and
organization of a reading selection.
Thematic Topics Paired to Short Stories
Coming of Age: teenage confrontation of sexuality, violence, or
conformity (three of these four, your choice)
“Greasy Lake”
“A &P”
“Where Are You Going; Where Have
You Been?”
“Secret Lion” “Doe Season”
War: Its causes and long-lasting effects
“Old Milon”
“Crossing Into Poland”
“A Clean Well-Lighted Place”
Women’s Studies: the difficulty of being female in a male-dominated
world and/or gender expectations (three of your choice)
“The Chrysanthemums” “A Woman on the Roof” “Rappaccini’s
Daughter” “A Rose for Emily” “Doe Season” “Where Are You Going;
Where Have You Been?”
Man in Society: adjusting to or rebelling against one’s heritage and
culture
“A Rose for Emily” (old vs. new South)
“Young Goodman Brown” (good vs. evil)
“A &P” (the individual vs. conformist)
2. Select and use strategies to understand words and text, and to make
and confirm inferences from what is read, including interpreting
diagrams, graphs, and statistical illustrations.
3. Refine vocabulary for interpersonal, academic, and workplace
situations, including figurative, idiomatic, and technical meanings. (In
other words, relate the vocabulary and concepts from the stories to the
research on real life themes and literary criticism.)
4. Apply a variety of response strategies, including rereading, note
taking, summarizing, outlining, writing a formal report, and relating what
is read to your own experiences and feelings.
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Lesson 2:
Reading and Research
5. Review the relationships between and among elements of literature,
including characters, plot, setting, tone, point of view, and theme.
Research each story and literary period using the appropriate research
books Follow the Procedures below:
1. Construct meaning from a wide range of texts, determine the main
idea and identify relevant details, and methods of development for
these ideas, and their effectiveness.
6. Be aware of the use of images and sounds to elicit the reader’s
emotions in both fiction and nonfiction.
2. Determine the author’s purpose and point of view and their effects on
the text.
8. Recognize and explains those elements in texts that prompt a
personal response, such as connections between one’s own life and the
characters, events, motives, and causes of conflict in texts.
3. Describe and evaluates personal preferences regarding fiction and
nonfiction.
4. Locate, gather, analyze, and evaluate written information for research
projects, and evaluate it for inclusion in the brochures.
5. Identifies devices of persuasion and methods of appeal in the writing
and their effectiveness in conveying thematic concepts.
6. Select and use appropriate study and research skills and tools.
7. Analyze the validity and reliability of primary source information and
uses the information appropriately.
8. Synthesize information from multiple sources to draw conclusions.
Research and Literature:
1. Identify the characteristics that distinguish the literary forms of your
chosen reading.
2. Identify universal themes prevalent in the literature of all cultures or
social conditions.
3. Review the different stylistic, thematic, and technical qualities present
in the literature of different cultures and historical periods.
4. Analyze the effectiveness of complex elements of plot, such as
setting, major events, problems, conflicts, and resolutions.
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7. Analyze the relationships among author’s style, literary form, and
intended impact on the reader.
9. Note how people respond differently to texts based on their
background knowledge, purpose, and point of view.
Writing Assignment:
Complete one critical analysis of one short story combined with an
author biography. Follow the Procedures below:
1. Select and use appropriate prewriting strategies, such as
brainstorming, graphic organizers, and outlines. Draft and revise writing.
2. Write fluently for the purpose of the brochure, making appropriate
choices regarding style, tone, level of detail, and organization. Be sure
your writing is focused, purposeful, and reflects insight into the writing
situation; has an organizational pattern that provides a logical
progression of ideas; has effective use of transitional devices that
contribute to a sense of completeness; sites substantial, specific,
relevant, and concrete support for your conclusions; demonstrates a
commitment to and involvement with the subject; demonstrates a
mature command of language with freshness of expression; has varied
sentence structure; is free of convention errors in mechanics, usage,
punctuation, and spelling.
3. Edited final document for correct spelling; correct punctuation; correct
sentence formation; correct instances of possessives, subject/verb
agreement, instances of noun/pronoun agreement, and the intentional
use of fragments only for effect.
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Lesson 3:
Project Assignment, Language
Refine your Essays to fit the format of the 3 Fold Brochure. Follow the
guidelines below:
1. Make appropriate adjustments in language use for specific use in the
brochure, demonstrating sensitivity to gender and cultural bias. Be sure
short versions of essays are abbreviated without losing main points.
Lesson 4:
Presentation Guidelines
1. Determines main concept and supporting details in order to analyze
and evaluate non-print media messages.
1. Use effective strategies for informal and formal discussions, including
listening actively and reflectively, connecting to and building on the
ideas of a previous speaker, and respecting the view points of others.
2. Understand how the way language is shaped in your final copy will
effect the reactions, perceptions, and beliefs of the class.
2. Identify bias, prejudice, or propaganda in oral messages.
3. Recognize and work within the production elements of print in the
form of a brochure to insure the effectiveness of this medium.
3. Use voice volume, stress, pacing, enunciation, eye contact, and
gestures that meet the needs of the audience and topic.
4. Complete all copy for Title Page, Work Cited Page or Real-life
Connections page layouts.
4. Select and use a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
Project Assignment, Design:
Prepare your Brochure using graphics, images, illustrations, photos and
text using the following guidelines:
1. Organize information using appropriate systems.
5. Uses details, illustrations, analogies, and visual aids to make oral
presentations that inform, persuade, or entertain.
2. Present Information with correct formatting that appeals to readers,
including appropriate use of a variety of graphics, tables, charts, and
illustrations in both standard and innovative forms.
3. Complete Layouts for Title Page, Work Cited Page or Real-life
Connections page, including illustrations, photos, graphics or other
images using the Brochure panel template and following the instructions
in Tutorial I and II.
When developing the brochure design be aware of color themes, style of illustration and other details that will enhance thematic connections.
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Forms and Handouts
Brochure Templates
1. Front
2. Back
Assignment Evaluation Form with State Standards
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Brochure Template (1)
Statistics
Every statistic should have a source listed
parenthetically (US Gov Stat 25) which is
also completely cited on the work cited
panel.
Works Cited
Include all works referenced: author
biography, critics, and statistics
Cover Page
Theme
Title
Illustration
Names of Group Members
Student Author
Course Title
Student Author
Student Author
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Brochure Template (2)
Short Story #1
Short Story #2
Include a brief summary of the short story.
Smoothly incorporate into that summary
two separate critical views of the story as it
relates to the author’s use of theme: i.e.
coming of age, war, women’s studies, or
man in society. Remember to include
parenthetical documentation inside the text
Baker 37 which correlates with a complete
citing in the work cited panel:
Baker, Jonathan, “Symbolism in the work
of Joyce Carol Oates, : Contemporary
Women Writers 5:20 (1997) : 32-40
Every short story should include a related
illustration or illustrations of symbols or
objects from the story.
Student Author
Course Title
Author Bio #2
Short Story #3
Author Bio #3
Author Picture
Place of origin
Major themes
Greatest works
Student Author
Student Author
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Evaluation Form
Ongoing Teacher and Student Evaluations
Course Name __________________________________________________________________________________
Student Name__________________________________________________________________________________
Student Evaluation
State Standards and National Educational Technology Standards Criteria
Assignment
Teacher
Evaluation
I. Reading
Standard 1:The student uses the reading process effectively.(LA.A.1.4)
Standard 2: The student constructs meaning from a wide range of texts. (LA.A.2.4)
II. Writing
Standard 1:The student uses writing processes effectively.(LA.B.1.4)
Standard 2: The student writes to communicate ideas and information effectively.
(LA.B.2.4)
III. Literature
Standard 1: The student understands the common features of a variety of literary forms.
(LA.E.1.4)
Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama.
(LA.E.2.4)
IV. Language
Standard 1:The student understands the nature of language.(LA.D.1.4)
Standard 2:The student understands the power of language.(LA.D.2.4)
V. Listening, Viewing, and Speaking
Standard 1:The student uses listening strategies effectively.(LA.C.1.4)
Standard 2:The student uses viewing strategies effectively.(LA.C.2.4)
Standard 3:The student uses speaking strategies effectively.(LA.C.3.4)
NET Standards
ELA 1, 2, 3, 6, 9, 11, 12
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Tutorials
Tutorial 1.
Layout a double sided, 2 fold brochure in InDesign.
1. Pull Down the File Menu and Open a New Document
2. In the New Document Window select:
-
Letter Size
-
Horizontal, “Landscape” Page
-
Columns, 3
-
Number of Pages, 2
3. Go to the Toolbox and Select the Image Frame
Tool.
4. Create an Image Frame or Box that fills the entire page.
This will create a 2 fold, document with guides for laying out text in 3
columns.
5. This Image Frame is the location in which an overall background
image would be placed.
NOTE FILE MANAGEMENT:
Save Your Brochure File into a Work Folder with the name of your
group.
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NOTE FILE MANAGEMENT: Before Placing an image on the page, be
sure that you have stored ALL your image, illustration, photo or
graphics files in a single Folder and that this Folder is stored INSIDE
your Work folder along with the Brochure File.
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5. Select the Text Frame Tool and fill each column with a Text
Frame.
6. When working with Text, or Image Frames, bring the Frame to
the foreground.
7. To do this, Pull Down the Object menu and select Arrange.
Click on the Frame you want to hide and choose Send to Back
OR Click on the Frame you want to move forward and choose
Bring to Front.
8. To Insert Text, Choose the Text Tool, click inside the Text
Frame and type.
9. To change Fonts or Text Size Pull Down the Type Menu and
Choose the Font and Size desired.
10. To place a single background image, Select the Image Frame
then Pull Down the File Menu and Select Place. Browse in the
Place Window to find the image file and when you find it, click
on the file and then click on Open.
11. Other Images can be placed anywhere on the layout.
To Place Multiple Images on the Brochure, Create an Image Frame in
the desired position on the layout and then follow the instructions in
step 10.
NOTE IMAGE PREPARATION:
- Images should be saved in JPG format to minimize file size.
- Images should be scanned or created at 150 Pixels per Inch for
highest Quality Printing.
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NOTE PRINTING:
When printing, if you will be saving the project to a file to be
printed at a different location, be sure that the image folder and the
document folder are Both saved to disk, or the image links will be
broken and the images will not print.
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12. To Wrap text around a Placed image select the Image Frame.
Pull Down the Window Menu and choose Text Wrap to display the
Text Wrap palette, and select an imported graphic (Image
Frame.)
To specify contour options, choose one of the following in the Type
menu on the Text Wrap palette:
·
To wrap text to the rectangle formed by the graphic’s
height and width, choose Bounding Box.
·
To generate the text wrap boundary using InDesign’s
automatic edge detection, choose Detect Edges.
·
To generate the text wrap boundary from an alpha
channel saved with the image, choose Alpha Channel,
and then choose the channel you want to use in the
Alpha Channel menu on the Text Wrap palette. If the
Alpha Channel option isn’t available, no alpha channels
were saved with the image. InDesign automatically
recognizes Photoshop’s default transparency (the
checkerboard pattern) as an alpha channel; otherwise
you must use Photoshop to delete the background or
create and save one or more alpha channels with the
image.
·
To generate the text wrap boundary from a path saved
with the image, choose Photoshop Path, and then
choose the path you want to use in the Path menu on
the Text Wrap palette. If the Photoshop Path option
isn’t available, no named paths were saved with the
image.
·
To construct the text wrap boundary from the Image
Frame, choose Graphic Frame.
·
To use the imported image’s clipping path as the text
wrap boundary, select Same as Clipping.
For more details on the text wrap options, open InDesign and go to
InDesign Help.
In the Text Wrap palette, click the desired Wrap Text Around Object
Shape option, and specify wrap offset values as necessary. Wrap offset
is the space between the image frame and the text.
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Tutorial 2.
Layout a double sided, 2 fold brochure in PageMaker.
2. Click OK and open the new document. When the Document opens,
Pull down the Window Menu and select View Master Pages.
1. Pull Down the File Menu and select New. In the New Document
Window, Letter, Wide, Number of Pages 2.
3. Set up 3 Columns on each page in the Document Master window.
Columns and other page attributes will be set up after the
new document is created using the Master Pages layout.
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FILE MANAGEMENT:
Save Your Brochure File into a Work Folder with the name of your
group.
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4. To view and work on your pages, Pull Down the Layout menu and
select Go to Page.
6. To Work on Text or Place an Image, select the Frame in which you
want to work.
7. To be sure the Frame is in the Foreground, Pull Down the Elements
Menu and choose Arrange. If you cannot select the Frame, select the
foreground Frames and Send to Back.
5. To add Text or Images to the Page, Create Text Frames (Boxes)
over each column and Picture Frames (Boxes) wherever an image will
be placed.
NOTE FILE MANAGEMENT:
ALL your image, illustration, photo or graphics files in ONE Folder
and that this Folder is stored INSIDE your Work folder along with
the Brochure File.
The Text Frame Tools are the shapes on the Left side of the Toolbox.
The Picture or Image Frame Tools are the shapes on the Right of the
Toolbox and contain an X.
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8. To Place an Image on the Brochure, Select a Picture Frame or
Create a new Picture Frame.
9. Pull Down the File Menu and Select Place.
10. Browse to your Image Folder, select the desired Image and click on
Open. The Image will automatically appear in the Picture Frame.
NOTE IMAGE PREPARATION:
Images should be saved in JPG format to minimize file size.
Images should be scanned or created at 150 Pixels per Inch for
highest Quality Printing.
11. If Images are too large to fit in the Image Frame, they can be
resized in PageMaker. (See Illustration on the Right.)
14. Note the choices for large images are:
Resize the frame to fit the Content OR
Scale the Content to fit the Frame
NOTE PRINTING:
When printing, if you will be saving the project to a file to be
printed at a different location, be sure that the image folder and the
document folder are Both saved to disk, or the image links will be
broken and the images will not print.
12. Pull Down the Element Menu and Choose Frame.
13. From the drop down menu choose Frame Options.
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15. To Wrap Text Around Placed Images, Select the Image Frame
Pull Down the Elements Menu and choose Text Wrap.
16. Choose the wrap option from the icons in the Text Wrap Window.
17. To create a space between the image and type, fill in the Standoff in
inches boxes for Left, Right, Top and Bottom.
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STUDENT PORTFOLIOS
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