Angels in America Final Project Slide Example

Here is a link to a sample of how the slides should be constructed. Your name and the theme you work with is on the first slide, and the other seven slides have the quote at the top, the page number, your image, and how the image goes with the quote.

Angels in America Final Project

Over the past few weeks, we have read all of “Angels in America,” and our approach to the play has largely centered theme. Your final project will be a reflection of this focus. Your task is to choose a theme from the text, find and cite seven instances of it in the text, and choose seven images (one for each instance) to (metaphorically or symbolically) represent the way the theme operates in the quote. You will have all of next week to work on it, and you will also be able to work on it tomorrow if you are here. If you are going to be absent for any reason, it is your responsibility to keep up with the assignment. The final product is due midnight on Wednesday, March 28^th. After midnight on Wednesday, it will be considered late and will be worth reduced credit.

Here is the structure we will use to organize this project:

-You will select a theme from the play to work with as soon as you can decide on one.

-You will have tomorrow and Monday to use the graphic organizer included with these instructions to find seven places where the theme you select appears in the text. You will be writing down the quote that demonstrates the theme and what page it is on.

-You will have Tuesday and Wednesday to use the Chromebooks in class to find images that you feel represent (metaphorically or symbolically) your theme in each of your seven passages. This means that you should end with seven images. On each slide, you will use the presentation notes function to write a two- to three-sentence analysis statement of why or how your image relates to the aligned quote.

-You will, on Wednesday or as you go along, put the images you find into a Google Slides presentation that you will share with me. My email is nwhite5@u.rochester.edu . Specific guidelines for what these slides include can be found in the rubric.

-On Thursday, we will look at and talk about some of the images included in your presentations.

Rubric:

	5	4	3	2	1
Quote Selection	Quotes are all from different scenes and clearly reflect the chosen theme. Exact quotations are used, and page numbers are cited.	Quotes are all from different scenes and mostly reflect the chosen theme. Exact quotations are used, but page numbers may not be cited.	Quotes are all from different scenes and loosely reflect the chosen theme. Exact quotations may not be used, and page numbers may not be cited.	Quotes are not all from different scenes, and their relationship to the chosen theme is vague. Exact quotations may not be used, and page numbers may not be cited.	Quotes are not all from different scenes, and they have no apparent relationship to the chosen theme. Exact quotations are not used and page numbers are not cited.
Image Selection	Each image has a clear metaphoric or symbolic representation of the quote it relates to, as described by the presentation notes.	Each image mostly has a metaphoric or symbolic representation of the quote it relates to, as described by the presentation notes.	Each image loosely has a metaphoric or symbolic representation of the quote it relates to, as described by the presentation notes.	Each image has a vague metaphoric or symbolic representation of the quote it relates to, as described by the presentation notes.	Each image has no apparent relation to the quote it is aligned with. Presentation notes may not be used.
Slide Construction	Each slide has the quote at the top of the slide, the image below it and taking up the rest of the frame, no other text on the slide, and the background is not plain white.	One of the slide requirements is not met.	Two of the slide requirements are not met.	Three of the slide requirements are not met.	None of the slide requirements are met.
Timeliness	All work is submitted in a timely fashion, either by midnight on Wednesday or by a mutually agreed-upon alternative.

Graphic Organizer:

The theme I am working with is ______________________________.

Quote One:

Page: ______

Quote Two:

Page: ______

Quote Three:

Page: ______

Quote Four:

Page: ______

Quote Five:

Page: ______

Quote Six:

Page: ______

Quote Seven:

Page: ______

Angels in America Act Three, Scenes Five and Six

Here is the link to today's presentation. Your homework for tomorrow is to read the final scene of the play, Act Three, Scene Seven. Tomorrow will be a review day for the in-class writing that will end the third act. We will also introduce the unit-ending project, which we will work on in class next week and which is due Thursday, March 29th. 

Angels in America Act Three, Scenes Two, Three, and Four

Here is the link to today's presentation. Your homework is to finish the packet distributed in class and to read Act Three, Scenes Five and Six.

Angels in America Act Three, Scenes One and Two

Here is the link to today's presentation. For tomorrow, read Scenes Three and Four of Act Three. The question we did as our end-of-class writing is: 

Choose either the theme of inheritance from Scene One or the theme of guilt from Scene Two. How does the return of this theme expand upon a previous time it has appeared in the play? A complete answer will explain how the chosen theme works in the chosen scene from earlier in the play and compare it to how it works in Act Three and will be three to five sentences.

Angels in America Full Script

Here is a link to a PDF of the entire script of Angels in America. You may use it in class for today's writing assignment, and you may print your own copy if you have lost yours. Several people have expressed interest in reading Part Two of the play ("Perestroika"); the script for both parts is included in this file. We will not be doing Part Two in class, but you are free to read it on your own time.

Angels in America Act Two Free Write

Using your copy of the play, respond to one of the following questions. Begin with an MLA heading. Make sure your response contains a clear thesis statement. Use only size 12 font and Times New Roman. Weave evidence into your response. Don't forget a concluding sentence.  Length: approximately 150 well-written words. Check for language conventions: spelling, capitalization and punctuation. My email is nwhite5@u.rochester.edu .

1. Is Joe a good person? Why or why not?
2. How does Scene One foreshadow Louis’ actions?
3. Choose EITHER Louis and Prior OR Harper and Joe. What are two moments of apocalypse they experience in Act Two? A complete answer will address these moments as they relate to both senses of "apocalypse" ("revealing" and "destroying"), as discussed in class.
4. What does Scene Nine demonstrate about the function of split scenes in the play?

If you are in class and do not receive extended time, it is due at the end of the class. If you are not in class or if you receive extended time, it is due Monday.

For Monday, please read Act Three, Scenes One and Two. Scene Two is the longest scene of the play, so please plan accordingly.

Angels in America Act Two, Scene Ten and Review

Here is the presentation for today. Tomorrow is a free write on one of the prompts. All of the prompts are in the presentation, and we have gone over them in class today. 

If you are not here tomorrow, it is your responsibility to do it independently over the weekend, either handwritten or typed. It is due at the start of class on Monday if you are not here, or at the end of class tomorrow if you are here and do not receive extended time.

Here are the instructions and expectations:

Using your copy of the play, respond to one of the following questions. Begin with an MLA heading. Make sure your response contains a clear thesis statement. Use only size 12 font and Times New Roman. Weave evidence into your response. Don't forget a concluding sentence.  Length: approximately 150 well-written words. Check for language conventions: spelling, capitalization and punctuation. 

My email address is nwhite5@u.rochester.edu if you are doing it electronically.

Angels in America Act Two, Scenes Eight and Nine

Here is a link to today's presentation. There is a free write at the end of class, and for tomorrow you are only responsible for reading scene ten. We will not have a writing prompt tomorrow because we will be reviewing act two to prepare for a longer free write on Friday.

Angels in America Act Two, Scenes Six and Seven

Here is the presentation for today's class. Today was the trial run of an end-of-period free-write instead of a start-of-period quiz. Your homework is to read scenes eight and nine.

Angels in America Act Two, Scenes Four and Five

Here is the link for today's presentation. There is no reading quiz for today. Your homework is to read scenes six and seven for tomorrow.

Angels in America Act Two, Scenes Two and Three

Here is the link to today's presentation. We have a reading quiz today on scenes two and three from act two, and the homework is to read scenes four and five and be ready for a reading quiz at the beginning of next class.

Angels in America Act One In-Class Mini-Project

Today, we will be working on a mini-project to conclude Act One. You will need a Chromebook. You may use headphones if you have them. We will review the instructions and the rubric, and the rest of the class is yours. It is due at the end of class unless you receive extended time, in which case it is due at midnight. My email is nwhite5@u.rochester.edu

Below is a list of three songs, a link to YouTube videos of them, and a link to their lyrics. Choose one of these songs and, weaving in textual evidence from both the song's lyrics and the text of the play, connect it to one of the four main characters: Prior, Louis, Joe, or Harper. If you do not have headphones, you may read the lyrics. If you have headphones, you may listen to the song as you read along with the lyrics. You may not share headphones. This is an individual assignment.

A complete response will be 100-200 words and include an MLA heading and a conclusion. The full rubric is posted below.

For tomorrow, read Act Two, Scenes Two and Three.

Song list:
"Let You Down" -- NF
Song link
Lyrics link

"Before You Start Your Day" -- twenty | one | pilots
Song link
Lyrics link

"Losing to You" -- Stars
Song link (Note: lyrics end at 4:14)
Lyrics link

Description	5	4	3	2	1
Claim: The response makes a clear, arguable claim that can be supported by evidence.	The text introduces a compelling claim that is clearly arguable and presents a purposeful position on the prompt, and the response is structured to support the claim.	The text introduces a precise claim that is clearly arguable and takes an identifiable position on the prompt, using an effective structure aligned with the claim.	The text introduces a claim that is arguable and takes a position, using a structure aligned with the claim.	The text contains an unclear or emerging claim that suggests a vague position, and attempts a structure and organization to support the position.	The text contains an unidentifiable claim or vague position, and has limited structure and organization.
Development: The response provides sufficient evidence to back up the claim and a conclusion supporting the argument.	The text provides convincing and relevant textual evidence to back up the claim. The conclusion strengthens the claim and evidence.	The text provides sufficient and relevant textual evidence to back up the claim. The conclusion effectively reinforces the claim and evidence.	The text provides sufficient textual evidence to back up the claim. The conclusion ties to the claim and evidence.	The text provides textual evidence that attempts to back up the claim. The conclusion merely restates the position.	The text contains limited textual evidence related to the claim. The text may fail to conclude the argument or position.
Cohesion: The response uses words, phrases, and clauses to link major sections of the text, creates cohesion, and links the claim to the evidence.	The text strategically uses words, phrases, and clauses to link major sections of the text. The text identifies the relationship between the claim and the textual evidence.	The text skillfully uses words, phrases, and clauses to link major sections of the text. The text identifies the relationship between the claim and the textual evidence.	The text uses words, phrases, and clauses to link major sections of the text. The text connects the claim and the reasons.	The text contains limited words, phrases, and clauses to link the major sections of the text. The text attempts to connect the claim and reasons.	The text contains few, if any, phrases and clauses to link the major sections of the text. The text does not connect the claims and reasons.
Style and Conventions: The response uses academic English, including proper grammar, spelling, and word usage, and has a properly formatted MLA heading.	The text presents an engaging, formal, and objective tone, intentionally using academic English conventions of usage and mechanics along with an MLA heading.	The text presents an appropriate, formal, and objective tone, demonstrating academic English conventions of usage and mechanics along with an MLA heading.	The text presents a formal, objective tone, demonstrating academic English conventions of usage and mechanics along with an MLA heading.	The text illustrates a limited awareness of formal tone, and demonstrates some accuracy in academic English conventions of usage and mechanics.	The text illustrates a limited awareness or inconsistent tone, and demonstrates inaccuracy in academic English conventions of usage and mechanics.

Total Points: ___ / 20

Angels in America Scene Seven and Eight

Here is the presentation for today's class.

Angels in America Review

The following is a link to a Google Slides presentation that details the main characters, the setting, a plot synopsis, and the themes we have talked about in class. It will be continually updated as we move through the play to reflect new things we learn about the characters, summaries of scenes after we discuss them, and other themes that come up.

Missing Definitions

Act Two, Scene Three

Norman Conquest – the invasion of England by a French, Norman, and Breton army led by William the Conqueror

Bayeux Tapestry – a massive narrative tapestry depicting the events leading up to the Norman Conquest

Act Two, Scene Four

Walter Winchell – a famous gossip reporter in newspapers and on radio who was able to draw on a broad set of contacts to find potentially embarrassing stories about celebrities

Edgar Hoover – J. Edgar Hoover, the first director of the FBI

Joe McCarthy – the Senator responsible for leading a massive witch hunt against suspected Communists during the early days of the Cold War as part of the Red Scare