Something Wicked

My freshmen are wrapping up our investigation of Bradbury’s Something Wicked This Way Comes (if you haven’t read this novel, go git it!). Here’s what I’m giving my babies for a final project.

***

As a wrap-up to Something Wicked This Way Comes, you have the opportunity to choose between two options for demonstrating your understanding of this book and the work that we did with it. You may either:

1. Create a piece of writing that plays off of the themes in the novel. You may write an extended poem, you may write a play script, or you may write a scene that doesn’t appear in the book (tell the story of what happens to Miss Foley or the lightning rod salesman, for example, or who the “people” in the mirror maze really are, or write another chapter for the end of the book, maybe one in which you investigate what happens to Cooger and Dark or a scene where Will is telling his own son about his adventures that summer and what he learned).

2. Create a piece of artwork that visually demonstrates a main theme or idea from the novel. What do you think the Dust Witch (or any other of the circus “freaks”) really looks like, and what does her appearance tell us about who she is and what she suffers? Illustrate (and explain) the most profound, sad, or frightening tattoo on Mr. Dark, and try to capture the power that those images have over their likenesses in real life. What do you think the train engine looks like? Can machinery take on a personality?

Regardless of which option you choose, you MUST also offer up a 3-5 minute presentation on it; tell us what you did, why you did it, and how you think the work you did demonstrates your understanding of some important aspect of Bradbury’s novel.

You will be graded as follows:

Creativity – 50 points – the student’s project is interesting and relevant. The project is thought-provoking and asks the viewer/reader to consider an important aspect of the novel in new and interesting ways.

Workmanship – 30 points – it is clear that the student took time and care in creating this project. The piece shows evidence of careful work and attention to detail.

Presentation – 20 points – student is able to talk about his/her project clearly and coherently. Student can explain how his or her work connects to the novel, and is able to answer questions about that connection – and his/her artistic process – clearly and competently.

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5 Comments

Filed under lesson planning, Literature, Teaching

5 responses to “Something Wicked

  1. This is such a good idea! I’m always looking for new ways to get students engaged in the texts other than the standard presentation. You are a genius, my dear.

  2. May I watch the movie and compare it to the novel? For all this time, I thought Something Wicked was a short story. Can’t believe I never realized it was a novel.

  3. Thanks, Dingo. We’re an “arts-integrated high school” and I fear that I focus more on the art of WRITING than most of my students would like…

    Seester, my plan is to watch the movie with them on Monday! I haven’t seen it yet, though, so it’ll be an adventure for all of us. I had wanted to read this novel forEVER – the only Bradbury I ever got was 451 – so I was thrilled to be able to include it in this syllabus.

  4. Sounds good to me! Definitely a good text on which have them step outside the writing box.

  5. Pingback: Final Project: Windows and Mirrors | A Patchwork Life

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