Activities
First Activity: Four-Square Reading Journal
This is an activity designed to help students understand the theme of the nature of evil and how it is developed in the text. This activity is introduced during the first few days of reading the book, after the plot, main characters and theme have been introduced during the reading of the graphic novel version. This activity gives students practice writing about literature and increases their ability to read closely and connect the text to a specific device (or theme).
The Process
Pick a specific passage from Heart of Darkness related to the theme of the nature of evil. It could be a passage where the theme is revealed through foreshadowing, where it is revealed through what other characters say about Kurtz, or through what Kurtz says or does after he appears in the book. Read the passage to the students and initiate a discussion about how the passage is connected to the theme, based upon what they have read so far in the book. Tell the students to divide a blank sheet of paper into four squares. In the top left quadrant tell them to record the passage that they have just been discussing along with the page number. In the top right quadrant, tell them to create a visual that represents the passage to them (it could be a drawing, a collage, a symbol, etc.). In the lower left quadrant, tell them to write out the aspect of the text that they will be focusing on. In the bottom right quadrant, tell them to write a response of at least one paragraph, commenting on how the theme is developed in the selection (model the first response for students and discuss). Students will create six different journals for the book. Each journal is worth ten points.
Second Activity: Guided Graded Discussion
This activity is designed to give students a structured format for discussion of ideas that emerge during their reading of Heart of Darkness, in addition to daily discussion of the theme and essential questions. The idea is to promote the exchange of ideas and develop the skills that make that exchange happen. There will be two discussions. The first will be when we have read to the point where Marlow is fifty miles from the Inner Station (page 55). The second will take place right after we have finished the book.
The Process
Members of the class sit in a circle so that all members can see each other. The discussion begins with a student moderator offering his or her personal observation about the book. They might read a quote, or begin a line of discussion based on a discussion question. There will be no hand-raising or calling out from the floor. The next student simply responds. This continues, with other students responding in turn to the idea. No two people should speak at the same time. It is the job of the moderator to remind students of this, as needed.
After three or four comments on one idea, it is time to go on to another question or point of discussion. This may be based on a discussion question, a dialectical journal entry, or a reflection on a text-to-text, text-to-self or text-to world connection. I will also provide a list of possible questions students could raise, such as, "The first clue about Kurtz is so vague that most people miss it, as it does not name Kurtz and only alludes to him. What is this clue and what do you think it tells us about him and his importance?" And "During their trip downriver, Marlow says that Kurtz's was 'an impenetrable darkness.' What do you think this darkness represents?"
The moderator should encourage the flow of discussion and intervene during any back-and-forth exchanges between students in which they are monopolizing the conversation. It is the responsibility of each student to join in the discussion and participate. However, if the discussion comes to a standstill, the moderator or the teacher may call upon a student who has not yet spoken. In addition, students should never belittle the ideas or comments of a classmate.
Total points will be based upon the quantity and quality of responses during the class period. To receive full credit, each student should initiate at least two threads of discussion and contribute two responses to or elaborations on the ideas of others. Responses will be scored on a scale of 1 to 10 (1 = poor ; 10 = insightful).
Third Activity: Digital Story
This activity is designed to give students another format to demonstrate what they have learned about the theme of the nature of evil and the essential questions we have discussed throughout the unit. This also gives students who are more visually oriented, and perhaps did not fully participate in discussions or struggled with journal writing a chance to show their understanding. This is a culminating activity that will be introduced when students are almost finished reading the book. It will give them an opportunity to improve their comprehension, solidify their ideas about and understanding of the essential questions and support that with specific references to the text, along with visuals and music. This project is worth 50 points.
The Process
Each student is assigned to a computer that has Photostory software (the software can be downloaded for free from windowsphotostory.com). Google 'photostory examples' and find different examples of completed photostories to show students, so they can become familiar with the format (it is similar in many ways to Powerpoint, so most students pick it up quickly). Next, take students through the process of creating a story. First, show them how to complete the process on the computer, using a single frame as an example (there is a link on windowsphotostory.com, 'Beginners Guide to Photostory', that gives step by step instructions for he process, from importing pictures to adding narration and music). Next, students can begin to storyboard and develop their ideas and then open up Photostory on their laptop computers and begin building their story. They will synthesize information to create a digital story centered on their conclusions about one of the essential questions we have discussed throughout the unit. For example, if they choose 'What happens to this person who considers himself or herself to be free from "civilization" and therefore free to push the boundaries of morality and behave savagely?", they could create a story that focuses on the fate of Kurtz, incorporating specific quotes from the text. Their Photostories should have at least eight slides and include music and narration. When students complete their digital stories, they take turns presenting them to the class, enhancing everyone's understanding of the work and the essential questions.
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