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Millikin University - Decatur, IL
Yoknapatawpha County: The Movie 

Teacher Page

 

Teacher Candidate: Cheryl Pearson                              Grade Level: 11th

 

Content Area: Language Arts              Topic: William Faulkner

 

Title of Web Quest: Yoknapatawpha County: The Movie

 

Description of Web Quest:  This is a web quest designed to go along with the study of William Faulkner and literature of the American South after the American Civil War.  The students will be reading three works and reading the criticism or literary history of the works.  Then, they will be writing individual papers and writing screen plays for the trailer they will be filming.  Then, they will film the movie and present the film and their research to the class.

 

 

Standards

State Goal 1:Reading
C. Comprehend a broad range of reading materials. (5c,5d,5e)

State Goal 2:Read and understand literature representative of various societies, eras, and ideas.

A. Understand how literary elements and techniques are used to convey meaning. (5a, 5b, 5d)
B. Read and interpret a variety of literary works. (5a, 5b)

State Goal 3:Write to communicate for a variety of purposes.

B. Compose well-organized and coherent writing for specific purposes and audiences. (5)

State Goal 4:Listen and speak effectively in a variety of situations.

B. Speak effectively using language appropriate to the situation and audience. (5a,5b)

State Goal 5: Use the language arts to acquire, assess and communicate information.

B. Analyze and evaluate information acquired from various sources. (5a, 5b)

C. Apply acquired information, concepts and ideas to communicate in a variety of formats.(5a)

 

NETS

1. Creativity and Innovation (a, b)

2. Communication and Collaboration (a, b, d)

3. Research and Information Fluency (b, c, d)

5. Critical Thinking, Problem Solving, and Decision Making(b, c)

5. Digital Citizenship (a, b)

6. Technology Operations and Concepts (a, b)

 

© 2010

 

 

Introduction:

Murder, scandal, insanity are but a taste of what you will endure through this quest.  Some of the most interesting stories of all time come from a little place in Mississippi.  It was once a well known place, but through the years, as technology has taken over our lives, this once well known place and history has virtually vanished.  It is your job to become better acquainted with this scandalous county and to create a movie for the rest of the world, sothat once again people can delight in the stories of Yoknapatawpha County.

 

 

Task

·Read As ILay Dying, Barn Burning, and A Rose for Emily and keep a detailed record of important events throughout the novel and short stories.

·Write paper in relation to your role in the group

·Create a 5 minute movie trailer for Yoknapatawpha County

 

Process :

·Step 1: Read AsI Lay Dying, Barn Burning, and A Rose for Emily and keep a detailedrecord of important events throughout the novel and short stories.

Historian/As I Lay Dying (Part 1): You will be responsible for researching the history of the time period involved in Faulkner's literary work and biographical information on Faulkner.  It is your job to discover what Faulkner's motivation for writing this work was.  Consider: What was Faulkner dealing with in his own life?  What message was he attempting to send in his work?

Step 2: Research

Resources:

·Barn Burning: A Story from the 30s

http://www6.semo.edu/cfs/tfn_online/barn_byrne.htm
(This is a website offering information about the 30s and the short story Barn Burning.  It gives the story historical reference for Faulkner's time period and a different way of looking at the story.)

·William Faulkner on the Web: A Faulkner Glossary B

http://www.mcsr.olemiss.edu/~egjbp/faulkner/glossaryb.html(The University of Mississippi has compiled a wonderful glossary for Faulkner.  This is a great place to start for information on the Bundren family from the novel As I Lay Dying.)

·William Faulkner on the Web: As I Lay Dying commentary

http://www.mcsr.olemiss.edu/~egjbp/faulkner/n-aild.html(This is a great recap of the novel and its most important themes and moments.  This site is somewhat difficult to navigate.  Let me know if you experience difficulties, however the glossary and this recap are the two most important resources from this site)

Step 3: Begin writing paper and conversing with me on paper.

Step 4: Begin writing screen play.

Step 5: Begin discussing screen play.

Step 6: Be an actor in film.

Director/As I Lay Dying (Part 2): You will be responsible for directing and editing the movie trailer.  It is your job to direct the film, edit the scenes, and keep the other students on task.You are responsible for making sure that the video is the desired length and contains three scenes from each student.

Step 2: Research

 

Resources:

·William Faulkner on the Web: A Faulkner GlossaryB

http://www.mcsr.olemiss.edu/~egjbp/faulkner/glossaryb.html(The University of Mississippi has compiled a wonderful glossary for Faulkner.  This is a great place to start for information on the Bundren family from the novel As I Lay Dying.)

·William Faulkner on the Web: As I Lay Dying commentary

http://www.mcsr.olemiss.edu/~egjbp/faulkner/n-aild.html(This is a great recap of the novel and its most important themes and moments. This site is somewhat difficult to navigate.Let me know if you experience difficulties, however the glossary and this recap are the two most important resources from this site)

Tech Ease

http://etc.usf.edu/te_win/movies/windowsmm.html(This website will help you use Windows Movie Maker for editing your movie once you have recorded it.  There are many tutorials)

Step 3: Begin writing screen play.

Step 4: Begin discussing screen play.

Step 5: Begin writing paper.Your paper is based on your research along with the research of your peers.  You will combine the criticism researched by the Critic with the history researched by the Historian.  Your main research goal has been on directing, and I will judge your research skills based on the quality of your editing.  Your paper is also important in allowing me access into the quality of your group discussions.

Step 6: Begin directing film after approval on screenplay by me.  Any changes to the script must be approved by me.

 

Critic/"A Rose for Emily" and "Barn Burning":You will be responsible for having a deep understanding of the literary works that are being translated into film.You are in charge of making sure that the movie stays true to Faulkner's vision as you understand it.

Step 2: Research

Resources:

·Sparknotes: "A Rose for Emily"

http://www.sparknotes.com/short-stories/a-rose-for-emily/summary.html  (This site contains a summary of the short story "A Rose for Emily." You may also click the links to the left of the page for information on characters, themes, and symbolism within this work.)

·Sparknotes: "Barn Burning"

http://www.sparknotes.com/short-stories/barn-burning/(This site contains a summary of the short story "Barn Burning."  You may also click the links to the left of the page for information on characters, themes, and symbolism within this work.)

·William Faulkner on Literary History.com

http://www.literaryhistory.com/20thC/Faulkner.htm  (This site contains many great articles on William Faulkner and his stories.  Isuggest reading "A Rose for Homer," "Town and Time," and"What's in a Name: Etymology and As I Lay Dying."

Step 3: Begin writing paper and conversing with me on paper.

Step 4: Begin writing screen play.

Step 5: Begin discussing screen play.

Step 6: Be an actor in film.

 

 

Screenwriter(everyone):  All Students will be responsible for the writing of at least three scenes to be added into the movie trailer from their assigned reading.

Paper (everyone):Each of the students will be writing a paper defending their ideas about their assigned topics and the importance of the scenes chosen for the movie trailer.  Feel free to use other sites online, but be sure to cite every source in MLA format.  For information on how this is done click here.
IMPORTANT REMINDER:  Please keep in mind that I have read both the summaries of these works and the short stories and novels.  I will notice if you have only used information from the resources.  I want to read your thoughts not a summary of someone else's thoughts.  These sources are to help you facilitate your own thoughts.

 

 

 

 

Evaluation

 

Group Evaluation: Movie

 

CATEGORY

4

3

2

1


Teamwork

Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.

Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

Meetings are not held AND/OR some team members do not contribute a fair share of the work.


Script

Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements. Script is quite professional.

Script is mostly complete. It is clear what each actor will say and do. Script is shows planning.

Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete.

There is no script. Actors are expected to invent what they say and do as they go along.


Scenes

Each student has contributed at least three scenes to the movie.

One student has contributed less than three scenes to the movie.

Overall there are two scenes missing from the movie.

There are more than two scenes missing from the movie.


Concept

Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product.

Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product.

Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently.

Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal.


Equipment Preparation

All necessary equipment/supplies are located and scheduled well in advance. All equipment (sound, light, video) is checked the day before the shoot to ensure it is operational. A backup plan is developed to cover possible problems with power, light, etc.

All necessary equipment/supplies are located and scheduled a few days in advance. All equipment (sound, light, video) are checked the day before the shoot to ensure they are operational. A backup plan is developed.

On the day of the shoot, all necessary equipment/supplies are located and checked to ensure they are operational. There may or may not be a backup plan.

Needed supplies/equipment are missing OR were not checked before the shoot.


 

Individual Evaluation: Paper

 

CATEGORY

4

3

2

1


Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.


Internet Use

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.


Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.


Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.


Notes

Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded.

Notes are not recorded or not turned in.


Knowledge of Text

Demonstrates knowledge beyond resources that could only be gained from a close reading of the texts.

Demonstrates knowledge beyond resources that could only be gained by reading the text.

Demonstrates knowledge of text that could be gained by resources alone

Demonstrates little to no knowledge of text.


 

 

Conclusion

Congratulations on completing this Web quest.  I hope that aside from learning you had a wonderful time discovering the secrets of Yoknapatawpha County.  I know that a lot of work went into this quest in order to complete it.  I commend you! Good job!
You read three pieces of fantastic literature: two short stories and a novel.  You wrote a research paper, and you created a fantastic movie in which you were creative about what you have learned.

If you would like to learn more about this county read more from William Faulkner.  It only gets better!  If you think these three works were grotesque, wait until you read Absalom,Absalom!  You could also find out more about the Old South and read other great literature of the American South.  Flannery O'Connor is a favorite of mine!

 
Millikin University - Decatur, IL
 
Millikin University - Decatur, IL
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