Record Socratic seminars and post them online to podcast websites or somewhere

where they will be heard

Video tape your students and have them reflect on the way that they presented or
performed or spoke
Make all summatives authentic
Case studies - try to do real-life problems and connect them back to what we are
doing in class
Scenarios
Give presentations to a live audience
Post something online where others could read it and get feedback
At Arapahoe, Honors 9 kids created online websites that showed their thinking. Then,
they had to present it to teachers, parents, administrators, and their peers.
https://docs.google.com/document/d/12NhfzvDBgaMSBzdxdBrsRKb4D93mBui0gUgWHnBhbz
M/edit

Dystopian Creative Summative Project choices

Directions:
Choose one of the following options for your final project on the Dystopian unit.
Projects will be graded on effort, creativity, how well you demonstrate your
understanding of a social, political, technological, and/or environmental problem in
todays society that if ignored could lead us toward a dystopian future.
There are many options available - variations on any of these options must be pre-
approved.
All projects should be mechanically sound (they must work!) and indicate a high degree
of effort. This project should reflect thought and work over a period of time, not just
something thrown together at the last minute.
Each project requires evidence and deep analysis.
Regardless of your project choice, all papers/analysis need to be typed.

Due Date _________ Point Value __________

1. The Soundtrack: Make a ten song CD soundtrack for your dystopic novel and includes a typed song-
by-song breakdown (separate section for each song with song title bolded and underlined and analysis under each).
Each song paragraph should explain why you are including each of song on the soundtrack, how the meaning of the
song represents that particular aspect of the social, political, technological, and/or environmental
problem in todays society that if ignored could lead us toward a dystopian future. Include
cross analysis between the actual song lyrics and the connection to the textual evidence from your novel. Each song
should have a paragraph of an in-depth analysis that explains the connection to the novel. You should use textual
evidence (actual quotes from the novel), reference chapters, page numbers, actual situations, characters, etc. as well
as lyrics from the song that emphasizes the mood, theme, symbolism and other literary devices. The CD should
flow well with your plot diagram and the songs should be ordered sequentially (in order they would appear in the
novel). You must also design a unique cover for your CD please do not just find a Google image of the novel or
have a collage of the actual song CD covers. You pick and choose which elements of the music to connect to the
novel. Be artistic. The final product should look like something you would buy in a store. You can create a physical
CD and cover photo or use online resources such as Spotify, YouTube, etc. to make an electronic playlist.
 2. Newspaper: Create a newspaper for major events that are occurring today. You will create a
newspaper including at least four articles/sections selecting from the following parts of a paper: a news story, a
review of a book or film or show that covers your topic, an editorial, and a cartoon. All must be focused on the
social, political, technological, and/or environmental problem in todays society that if
ignored could lead us toward a dystopian future using deeper analysis and avoiding simple fact outline
recall. You should choose quotes from current articles, your dystopian novel, or other works that have also focused
on this topic. Your final articles must be put together in a newsletter template, 4 pages minimum. There should be
NO white space and your final product should look like a real newspaper or magazine. Include ads, table of
contents, etc.

3. www/Social Media The interactive dystopic novel Design a web page that reflects all aspects
of the dystopic novel. You should create a concept that will serve as a study aid and information center for people
interested in learning more about the novel, understanding of the story, exploring main themes, and relating the
novel to a social, political, technological, and/or environmental problem in todays society
that if ignored could lead us toward a dystopian future. The site should include: a catchy index page,
pages you create to study 10 different points of the play, graphics that make the site appealing and educational (and
fun), links to other great dystopic sites, and well written content (use text evidence). Remember, the purpose of this
project is to share your knowledge with others and help others learn in an innovative way. Include as many of the
following as possible: an interactive quiz, message boards, thematically linked music selections, animation,
backgrounds, etc. This also has the possibility to be turned into a Twitter, Pinterest or Facebook page.

4.Your dystopic novel, Ten Years Later: Add a final chapter to your dystopic novel in which you
tell the story of what would have ten years later, after your novel ends. Try, as best you can, to keep the authors
unique voice. Write it in the style that author writes in. Use what you know of the characters and their state of mind
throughout the novel to guide your prediction. Be sure to utilize details from the novel as your springboard. Refer
back to events in the novel using textual evidence, and maintain the major themes of the novel. Requirements: Title
page with title, introduction that details what you attempted to do, how you did it, and a self-assessment, 700 words
minimum, typed.

5. Your own dystopic short story: Write a short story in which you accurately develop a plot, and at
least one character to explore a social,
political, technological, and/or environmental problem in
todays society that if ignored could lead us toward a dystopian future. Be sure to utilize
evidence from the news, and our class discussions as your springboard. Requirements: 700 words minimum, Times
New Roman/Arial 12 pt font, double spaced, MLA heading, title.

6. A characters Scrapbook/Diary: Compile a scrapbook of memorabilia that a character from your

dystopic novel might have collected or come across during the novel. All artifacts must be captioned with where the
character got it, its significance to the character, textual evidence (quote(s)), and the corresponding page you found
it on. Think of the images that keep recurring in the novel, the places to which the character travels. This project will
be assessed based on the amount of memorabilia for your scrapbook, your connections to the text and analysis of the
social, political, technological, and/or environmental problem that your character dealt
with to expose the significance of the items. Each item should have at least 3-5 sentences explaining its
significance, and at least 1 quote with the page # cited.

7. Photographic or Artistic Montage: Create a photo documentary of the places that a character in
your novel visited. If painting, collage, or drawing is your thing, draw these places. Compile a montage of scenes
depicting the characters adventures. All pieces must be captioned with 3-5 sentences that explains the picture, its
significance, and incorporate textual evidence to support your theory. Think of the images that keep recurring in the
novel, the places to which the character travels, other characters he/she meets along the way, why that point in the
story is important, etc. This project will be assessed based on the number of scenes depicted and explicated. As a
benchmark, expect to get at least 10 scenes. This option is for the artistic student.

8. Your dystopic novel compared to another movie: Compare your dystopic novel with a movie.
You may not use a movie that is about your novel (ex. 1984, the movie for 1984, the novel). Compare and
contrast the characters of a different dystopic movie to the characters in your novel. Explain which presents the
most convincing dystopic story; use text-based evidence. This is not simply a movie review. This is a literary
analysis of both pieces, examining them as dystopic works. Requirements: 700 words minimum and good
mechanics.