Shakespearean Puppetry
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Cat’s Cradle Writing Project: Literary Analysis Option
As we examine a work in depth, we formulate opinions about the meaning of that work and about the author’s techniques and intentions. A literary analysis is an essay that makes a claim (thesis) about work of literature in order to deepen our understanding of that work. The essay builds upon its claim with analysis and evidence from the text.
Choose one of the following to write about:
Choose one of the following to write about:
A) Cat’s Cradle satirizes many of the institutions and modes of that make up our experience as human beings. Write an essay that explores Cat’s Cradle’s commentary on any of the following:
i.) religion and belief systems
ii.) science and technology
iii.) government and international relations
iv.) interpersonal relations
v.) the human quest for truth
B) What does the “cat’s cradle” symbolize?
C) How does historical context inform our understanding of this novel?
D) Explore any individual character’s purpose in the novel. What does that character represent about human beings and their experiences and/or actions?
E) Analyze Vonnegut’s use of irony and humor in Cat’s Cradle.
F) Develop your own thesis based on your personal reading of the book.
Cat’s Cradle Writing Project: Short Fiction Option
A. Spin-off: Write a short story that happens in the lives of Vonnegut’s characters that we do not hear much about in the novel. For example, you could write a short story about Newt and Zinka’s week on Cape Cod or Philip Castle’s childhood with Mona.
B. Perspective Change: Tell a story related to events of Cat’s Cradle from the perspective of someone who we do not meet in Vonnegut’s novel. For example, you could tell the story of the freezing of Earth’s waters from the point-of-view of someone outside of San Lorenzo.
C. Thematic Parallel: Write a short story that parallels Cat’s Cradle thematically. That is to say, write an original piece of fiction that explores one of the main themes of the novel. For example, write a story that reflects on the role of religion in human life or the dangers of science and technology without moral conscience.
Photoshop Poster
Along with your Cat’s Cradle writing project, you will make a poster using Adobe Photoshop. The poster is to be a symbolic representation of either your writing or your understanding of Vonnegut’s novel. Use multiple photos and experiment with text to make your poster amazing and interesting. You should use at least one original photograph. All photographs purloined from the web must be properly cited. You will make a citation page that reveals the original photos and their sources. You will also include a one-paragraph artist’s statement explaining how your image symbolically represents your piece of writing or your reading of Cat’s Cradle.
Your poster will be evaluated on the following:
Symbolism/Concept
Refinement
Citation Page
Artist’s Statement
Use of Class Time
Photoshop Poster
Along with your Cat’s Cradle writing project, you will make a poster using Adobe Photoshop. The poster is to be a symbolic representation of either your writing or your understanding of Vonnegut’s novel. Use multiple photos and experiment with text to make your poster amazing and interesting. You should use at least one original photograph. All photographs purloined from the web must be properly cited. You will make a citation page that reveals the original photos and their sources. You will also include a one-paragraph artist’s statement explaining how your image symbolically represents your piece of writing or your reading of Cat’s Cradle.
Your poster will be evaluated on the following:
Symbolism/Concept
Refinement
Citation Page
Artist’s Statement
Use of Class Time
Project Due Dates
Professional Models
Two short stories or two literary analyses: Summaries due on or before Dec 9
Writing
Rough Draft #1 (to me): Dec 6-10 (the sooner you get it to me, the sooner I return it to you)
Rough Draft #2 (for critique): Monday January 3 (this is the first day after Xmas break!)
Final Draft: January 10
Poster
Due January 10
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Through Space and Time Fused in a Chant: Responding to Whitman’s Leaves of Grass
As we encounter Walt’s ghost on the planes of poetry, we often find the voice inside ourselves that sees beauty and creates it. Walt’s song becomes a song of ourselves, both our individual selves and our collective American self. For this project, we will react to Whitman with our own creativity.
Part 1: Free verse
Write a free verse poem that in some way responds to Leaves of Grass and/or the other free verse poetry we have read that is inspired by old Walt. You can connect it to Whitman thematically and/or stylistically, or if you wish, you may invoke Walt as a character in your poem (as many poets have done). Your poem should attend to the following:
• Poetic language (include one or more of these: imagery, metaphor, simile, personification, hyperbole, anaphora, catalog, neologisms, allusion, alliteration…make it beautiful with the language you use!)
• Mood (the poem should create an emotional climate for the reader)
• Perspective/Message (say something with your poem!)
Part 2: Artistic Response
Create a piece of art that in some way responds to Walt and his musings. It may be an accompaniment to your poem or a separate piece. You are free to choose whatever medium you wish: painting, drawing, sculpture, oil pastel, etc. Along with this, write an artistic statement (minimum: one solid paragraph!) that explains the art to your audience and how it connects to or is inspired by the poetry of Walt Whitman. Again, make this beautiful and refined as Walt would have wanted to see it!
Part 3: Plainting Grass and Verse
As a class, we will be painting grass along the perimeter of the classroom. Amongst the leaves, we will scatter lines and verses of Whitman’s poetry so that he is ever with us, making our classroom environment more beautiful! Before beginning on painting day, you should have “designed” your grass and chosen the verse(s) that you want to include in your “plot.”
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Socialization and Liberation:
Identity Mask Project Overview
Overview
This project is meant to help students explore the concepts of identity and socialization. We will be looking at identity formation from a number of different angles, including personal identity, socially constructed aspects of identity, and how our identity changes over time. We will explore how human beings are socialized to be who they are and how this interacts with personal freedom to choose one’s own identity. The project will culminate in the creation of individual identity masks and reflective essays.
Essential Questions:
1. How is my identity constructed?
2. How much choice do I have in what my identity is?
3. How do social forces and personal decisions interact in the construction of identity?
Products:
1. Reflective Essay: This essay should hook the reader, and help them to understand your identity mask. The following are some of the questions you may want to address:
a. What is your identity?
b. What conflicts do you have within yourself?
c. How has your identity been shaped by outside factors (race/gender/sexuality/social class/religion)?
d. How does your vision of your identity match with what the external world sees?
e. What are some of the choices you are faced with as you develop your adult identity?
2. Identity Mask: Create a mask that represents your identity and the formation of that identity. It should somehow demonstrate your socialization and how your identity has been shaped by outside forces. It can also show in some way how you have been liberated or are now shaping your own identity. Your mask should represent an original perspective: be creative, be symbolic, be specific. Consider multiple types of materials. Put yourself into it!
Due Dates:
Rough Draft for Peer Critique: Fri October 1
Rough Draft to me: Thursday October 7
Final Essay and Mask: Friday October 15
Learning Goals:
1. Students will look deeper into themselves, and become more familiar and comfortable with their classmates and teacher.
2. Students will be able to discuss the many aspects to forming identity, with a particular emphasis on the social construction of identity.
3. Students will be able to read, annotate, and identify main ideas/narratives of different types of texts, including graphic novels, reflection essays, and academic texts.
